高中英语_Unit2 Healthy eating教学设计学情分析教材分析课后反思.doc

教学设计 学生课前活动设计： 熟读课文，背诵重点句子。 教学过程设计 （一）导入环节 1. 出示教学目标 Teaching Aims: ● Help my students to know about several modal words by collecting some sentences with model verbs in from the passage. ● Help my students to know about some functions of the modal words. ● Help my students to try to use modal words freely by doing some practice. 设计意图：用PPT的形式展示，学生可以很明确的了解这节课的教学任务。 2. 检查学生文本句子的背诵导入新课 By now his restaurant ought to be full of people. Nothing could be better He could not have Yong Hui getting away with telling people lies. 设计意图：文本中的重点句子或段落的背诵是学生学习英语的一种必不可少的学习手段。这几个句子即是对上节课的语言学习课的复习，又是这节课的导入。通过用红色标示这几个句子中的情态动词，使学生能发现它们的共同点 — 都含有情态动词。这时给学生出示modal verbs 这一语法概念。在这堂课的课堂语言中我会大量使用modal verbs这个词汇以扫清学生听的障碍，然后引导在文本中找出所有含有情态动词的句子。 （二）教学目标1 Help my students to know about several modal words by collecting some sentences with model verbs in from the passage. Task1 : Reread to discover and collect 设计意图：引导学生找出所有含有情态动词的语句，并摘抄整理。整理完后，在小组内讨论。在全班分享，最后老师出示所有的句子。 Task2: Compare and explain 11. They would become tired very quickly. (possibility) 12. Perhaps with a discount and a new sign he could win his customers back. (ability) 设计意图: 出示后2个句子，让学生讨论2个句子中情态词的功能，老师用paraphrase句子的形式，引出function words 这一语法概念，然后给出5个功能词。这一环节也是起着承上启下的作用，用典型例句的形式解释任务指令，学生易懂。 Task 3. Try and explain Tt: Can you use the five function words to explain the meaning of modal verbs in your sentences? 设计意图：引导学生进行讨论，尝试用5个功能词解释10个句子中情态动词的功能。让学生学会用英语解释英语结构用词的意识，纠正学生每看到一个情态词都会去想起一个汉语释义的不良思维倾向，培养学生在语言实践活动中用英语做事情的习惯。 （三）教学目标2：Help my students to know about some functions of the modal words. Task 1. Help students to recall the modal verbs learned. Tt: What modal verbs have you learned? 设计意图：复习旧知，导出新知。 Task2: Present several modal words to the students. ought(oughtn’t) to have to /must don’t have to /needn’t mustn’t ought to 1.By now his restaurant ought to be full of people. (possibility) 2.There is something I ought to tell you before you leave. (duty) 3.You ought to have a rest after sports.