人教版高中英語必修三Unit1Readingforstructure教學(xué)設(shè)計(jì)

1、人教版高中英語必修三Unit1Readingforstructure授課方案人教版高中英語必修三Unit1Readingforstructure授課方案PAGEPAGE6人教版高中英語必修三Unit1Readingforstructure授課方案PAGEUnit1Festivalsaroundtheworld(BookIII)Readingforstructure名教育第四Readingforstructure1.Teachinganalysis教情解析1.1Teachingobjectives-教育目Languagetarget言目LearntouseModalverbs:can/could

2、may/mightwill/wouldshall/shouldmust/cantMostancientfestivalswouldcelebratetheendofcoldweather,Sometimescelebrationswouldbeheldafterhuntershadcaughtanimals.Atthattimepeoplewouldstarveiffoodwasdifficulttofind,ortosatisfytheancestors,whomightreturneithertohelportodoharm.FortheJapanesefestivalObon,peopl

3、eshouldgotocleangravesandthiswillleadtheancestorsbacktoearth.Itisnowachildrensfestival,whencantheydressupandgothechildrenmightplayatrickonthem.Festivalcanalsobeheldtohonourfamouspeople.HarvestandThanksgivingfestivalscanbeveryhappyevents.InEuropeancountries,peoplewillusuallydecoratechurches,andwillge

4、ttogetherSomepeoplemightwinawardsfortheirfarmproduce,AtthespringfestivalinChina,peopleandmaygivechildrenluckmoneyinredpaper.Thesefestivalsmightincludeparades,dancinginthestreetsTheteachersaidthatwecouldnotleaveearly.P5Thehuntersarelost.Theycouldstarve.P5ItwasValentinesDayandHuJinhadsaidwouldshemeeth

5、imatthecoffeeshopafterwork.P7Shecouldbewithherfriendsrightnowlaughingathim.P7Shesaidshewouldbethereatsevenoclock,andhethoughtshewouldkeepherword.P7Hewoulddrownhissadnessincoffee.P7(21)“Wecouldbelikethat,”thoughtLiFang.P7Magpiesmakeabridgeoftheirwingssothecouplecancrosstherivertomeetontheseventhdayof

6、theseventhlunarmonth.P7Itsafinedaytoday,soIhopecanyouallmeettheoneyoulove.P7Whatwouldhedo?Shewouldneverforgivehim.ThiswouldnotbeahappyValentinesDay!P7TalkaboutthewaystoexpressrequestandthanksExpressonesopinion:Inmyopinion,.Ibelieve.Ithinkthat.Expressrequest:Could/Wouldyouplease?CouldIhave?Couldweloo

7、kat?IlookforwardtoMayIsee?Makingphonecalls打MayIspeakto?CanIring/callbacklater?Hold/Hangon,please.Illringhim/herupagain.Justamoment,please.Sorry,he/sheisnthererightnow.Invitations邀IwonderifyouareinterestedinIdliketoinviteyoutoWouldyoulike?Could/Wouldyouplease?ImlookingforwardtoIdlove/liketo,butThanks

8、感Thankyousomuch.Thanks(alot).Thatsverykindofyou.Youre(most)welcome.Dontmentionit.Itsapleasure./Mypleasure.1.2Abilitygoals本事目標(biāo)Comprehendandproperlyusemodalverbs1.3Emotiongoals感情目標(biāo)Properlyusemodalverbstoexpressonesownfeelings1.4Important&difficultteachingpoints-教育重難點(diǎn)Importantteachingpoints教-學(xué)要點(diǎn)Theuseo

9、fModalverbsThewaytoexpressinvitations,requestandthanksDifficultteachingpoints教-學(xué)難點(diǎn)Theuseofmodalverbsinexpressinginvitationsandrequest2.Studentanalysis學(xué)情解析2.1Fundamentalstate基本狀況學(xué)生在初中及高一上期已經(jīng)多次接觸和理解，甚至運(yùn)用過神態(tài)動詞，所以對神態(tài)動詞的用法已比較熟習(xí)。但是本文中多處出現(xiàn)神態(tài)動詞的不一樣樣用法，需要學(xué)生聯(lián)合語境去加以理解，并爭取能夠比較靈巧地運(yùn)用。2.2Knowledgereserve知識儲備經(jīng)過初中及高

10、一上期的學(xué)習(xí)，學(xué)生對神態(tài)動詞的用法已有所認(rèn)識。加之，在本課時(shí)以前，學(xué)生又經(jīng)過對短文的閱讀理解和詞句解析加深了對文中神態(tài)動詞的理解。本課時(shí)的任務(wù)就是激活學(xué)生已有的有關(guān)知識，并綜合概括和理解運(yùn)用有關(guān)神態(tài)動詞。2.3Classdata本班實(shí)質(zhì)同上3.Teachingmethods教法建議demonstrateandinterpretationapproach演釋法、exemplification舉例法、six-stepteachingmethod六步教育法導(dǎo)入感悟概括促使訓(xùn)練運(yùn)用,groupcooperationresearchapproach小組合作研究法4.TeachingAids教育協(xié)助Com

11、puter,projector,blackboard,etc.5.Teachingprocedures教-學(xué)進(jìn)度5.1Lead-inandwarming-up-引入與激趣5.2Newpointsinterpretation-新知感悟貼標(biāo)簽Discoveringstructure:Findouttheuseofmodalverbsfromthepassageandgroupthemaccordingtothedifferentuses.Readthesentencesanddiscusshoweachofthesemodalverbsisbeingusedinthesituations.(see

12、ingexercise2onP5)Fillintheblanksandfindouttheusageofmodalverbs.神態(tài)動詞的語法特點(diǎn)使用劃定：神態(tài)動詞后除ought和have外只好跟原形動詞。神態(tài)動詞(除shall/will外)沒有人稱和單復(fù)數(shù)的變化，即神態(tài)動詞沒有第三人稱單數(shù)形式。部分神態(tài)動詞擁有原形和過去式，但其過去式其實(shí)不都表示過去，有的僅表示語氣更為委宛，有的表示也許性更小。神態(tài)動詞常常表示希望或預(yù)計(jì)某事會發(fā)生，其原形也其實(shí)不都表示此刻發(fā)生的事情，更不表示過去已經(jīng)發(fā)生的事情這時(shí)需用神態(tài)動詞+havedone。Usingstructures語言運(yùn)用Fillintheblank

13、swiththesuggestedwords,findingouthoweachwordisbeingused.(seeingexercise1onP43)Completeeachofthefollowingsentencesusingthemodalverbsprovided,findingouthoweachmodalverbisbeingused.(seeingexercise2onP43)Discussandguesswhatthepicturesareinpairs.(seeingexercise3onP43)Listentothesongandfillinthemissingwor

14、ds.(BetteraskSstofillinblanksfirst,andthenlistenandcheck.)5.3Practiceinclass反-饋與堅(jiān)固Knowledgepointsconsolidation-知識點(diǎn)堅(jiān)固Makeshortdialoguesinthefollowingsituations,usingmodalverbs.(Eachgroupmaychooseoneofthefollowingsituationstodiscussandthenpresentittotheclass.)Youwanttoaskyourmumforpermissiontogowithyo

15、urfriendstothecinema.Youwanttobeadoctor,soyouaskyourteacheraboutwhatsubjectstostudy.YouwanttoinviteyourfriendtocometoyourpartyonSunday.Abilitiespromotion-本事提高運(yùn)用與拓展Makeinpairsaphonecallconversationofatleastfiveturnseach,thankinghim/herforyourholidaythereandinvitingaforeignfriendtoaChinesefestival.Rem

16、indSstogetfamiliarwiththeexpressionstouse,withthehelpofthefunctionfilesonP6.Preparetomakeaphonecallin5minutes.First,thinkofaChinesefestivalyoulikebest,thinkingoverthefollowingquestions:Whatdoesitcelebrate?Whendopeoplecelebrateit?Whatdopeopledointhefestival?Whatpartofthefestivaldoyoulikebest?Then,con

17、siderthefollowingsituations:Howdoyoustartaphonecalltoaforeignfriend?Howdoyouendthephonecall?Howcanyouexpressyourthanksandinvitationpolitelybutfirmly?Ifyouwanttoinviteafriendtoyourfestivalbutyourfriendknowsnothingaboutthefestivalanddontwanttocome,howcanyoupersuadehim/hertojoinyou?Presenttheirphonecal

18、lstotheclass.5.4Talkingandsharing-討論與分享含自我總結(jié)與討論6.Homework課后作業(yè)6.1ReadingtaskonP44-45.6.2ReadASADLOVESTORYonP7andfindouttheuseofmodalverbsinthepassage.人格好的人，自帶光輝，不論走到哪里，總會熠熠生輝。人活著，誰都會有煩憂，每日都有煩憂，最重要的是你不理睬煩憂，煩憂自然就沒有了！所以，朋友們，最正確的活法，就只需記住這兩句話：煩憂每日有，不撿自然無！當(dāng)你不快樂的時(shí)候，想一想自己還剩下多少天能夠折騰，還有多少時(shí)間夠你作踐。你快樂，這天過了；不快樂，一天也過了。想清楚了，你就不再會生氣了。當(dāng)你煩憂的時(shí)候，想一想人生就是減法，見一面少一面，活一天就少一天，還有什么好煩憂的呢，不忘人恩，不念人過，不思人非，