Teaching Plan of Unit 13 全单元5课时教案(人教版高二英语下册教案教学设计)

The water planet

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about the topic of water and the ocean.

b. Learn how to make suggestions and how to express opinions.

The water is being used to /for….

We should/ could….

If we …, we can ….

It would be better to …

c. Vocabulary in this unit:

benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;

d. Useful expressions:

benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.

e. Grammar:

Review Modal Verbs.

情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。

1) can /could

Jin can speak English well. (ability)

Could you please show me the way to Beihai Park? (request)

2) may /might

May we see the awards for the teams? (permission; request)

She might give you some new clothing. (possibility)

3) will /would

The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)

Often he would dress up like a rich man. (past habit; custom)

4) shall /should

The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)

You should arrive at the airport two hours before he goes. (advice)

5) must /can’t

Wang Feng wins an award every year. He must be very strong (speculation)

You must be joking. That can’t be true. (guessing)

Teaching procedure:

Period 1.

Contents: Warming up & reading comprehension

Step ing up

Aim: Make students get to know something about water.

Step 2. Pre-reading

some pictures of making electricity, irritating in agriculture, transport by ships, etc,.

2. group work:

How is the water being used?

Step 3. While-reading

ning: Ss read scan the bold words in the passage and understand the structure of the passage.

How many parts are there in the passage?

read and get the main ideas of each part.

Part 1(para1): the properties of water;

Part2(Para2): chemical structure of water---H2O

Part3(Para3): salinity----- the percentage of salt.

Part4(Para4): Density

Part5(Para5): heat capacity

Part6(Para6-7) Ocean motion

Step 4. After-reading

Finish the post-reading Ex on P21.

Step 5. Assignment

1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE)

2. discussion:

What will you prepare for writing an explanation of corals?

After discussion, work out an outline.

Period 2.

Contents: difficulties in the passage.

Step 1. Warming up

Ask some Ss to present their homework.

Step 2. Learning about the language:

Play the tape for students to follow.

Teacher explain some language points in the text on page 19--20.

1. Who benefits from using water in this way?

Benefit…from/ by…

This song reminds me of France.

Remind me to answer the letter.

I reminded her that the book would cost her much.

2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales.

Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如：

Temperatures here range from 10 to 30 degrees centigrade.

Prices range between ￡7 and ￡10.

His interests ranged from chess to canoeing.

3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.

That is 用作插入8，意为“那就是，即”

My birthday is a week later, that is, March 1st.

John is a New Yorker, that is , he lives in New York.

4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures.

Whatever 引导名词性从句作宾语。

Tell me whatever is troubling you.

She is always succeeds in whatever she tries.

5. Marine animals and plants take advantage of the density of water.

Take advantage of “利用，欺骗”

Taking advantage of his friends, Mr. Li was scolded.

He always takes advantage of mistakes made by others.

Step 3. Practice

Ss finish on page 14 by themselves and then check the answers.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Ex1 –3 on page 96-97 on WB

3. read the whole passage aloud.

Period 3.

Contents: Grammar; talking and speaking

Step 1. Revision

Check the answers of Ex 1 – 3 on page 96-97.

Step 2. Review Modal Verbs.

1 情态动词的语法特征

1） 情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。

2） 情态动词除ought 和have 外，后面只能接不带to 的不定式。

3） 情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。

4） 情态动词没有非谓语形式，即没有不定式，分词，等形式。

2 比较can 和be able to

1）can/could 表示能力；可能 （过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如：

They will be able to tell you the news soon. 他很快就能告诉你消息了。

2）只用be able to的情况：

a. 位于助动词后。

b. 情态动词后。

c. 表示过去某时刻动作时。

d. 用于句首表示条件。

e. 表示成功地做了某事时，用was/were able to，不能用could。例如：

He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out.

他在战争爆发之前逃离欧洲。

注意：could有时不表示时态

1）提出委婉的请求，（注意在回答中不可用could）。例如：

--- Could I have the television on? 我能看电视吗？

--- Yes, you can. / No, you can't. 可以/不可以。

2）在否定句、疑问句中表示推测或怀疑。例如：

He couldn't be a bad man. 他不大可能是坏人。　

3 比较may和might

1） 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如：

May God bless you! 愿上帝保佑你！

He might be at home. 他可能在家。

注意：might 表示推测时，不表示时态，只是可能性比may 小。

2） 成语：may/might as well，后面接不带to 的不定式，意为"不妨"。例如：

If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。

典型例题

Peter ___come with us tonight, but he isn't very sure yet.

A. must　　 B. may　 C. can　 D. will

答案B. 表可能性只能用may。此句意可从后半句推出。

4 比较have to和must

1） 两词都是'必须'的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如：

My brother was very ill, so I had to call the doctor in the middle of the night.　

弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事）

He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事）

2）　have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如：

He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。

3） 否定结构中：don't have to表示"不必"，mustn't表示"禁止"。例如：

You don't have to tell him about it.　你不一定要把此事告诉他。

You mustn't tell him about it.　　　　你不得把这件事告诉他。

5 must表示推测

1） must用在肯定句中表示较有把握的推测，意为"一定"。

2） must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如：

You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断）

He must be working in his office. 他一定在办公室工作呢。

比较：He must be staying there. 他现在肯定在那里。

　　　He must stay there. 他必须呆在那。

3） must 表示对已发生的事情的推测时，must 要接完成式。例如：

I didn't hear the phone. I must have been asleep.　我刚才没有听到电话，我想必是睡着了。

4） must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如：

---Why didn't you answer my phone call? 为何不接我的电话？

---Well, I must have been sleeping, so I didn't hear it.唉，肯定在睡觉，所以没有听见。

5） 否定推测用can't。例如：

If Tom didn't leave here until five o'clock, he can't be home yet.　如果汤姆五点才离开这儿，他此时一定还未到家。

6 表示推测的用法

can, could, may, might, must 皆可表示推测，其用法如下：

1）情态动词+动词原形，表示对现在或将来的情况的推测，此时动词通常为系动词。例如：

I don't know where she is, she may be in Wuhan. 我不知道她在哪儿，可能在武汉。

2）情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。例如：

At this moment, our teacher must be correcting our exam papers. 这时，想必我们老师正在批改试卷。

3）情态动词+动词完成时，表示对过去情况的推测。例如：

The road is wet. It must have rained last night. 地是湿的，昨天晚上一定下雨了。

4）情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。例如：

Your mother must have been looking for you. 你妈妈一定一直在找你。

5）推测的否定形式，疑问形式用can't, couldn't表示。例如：

Mike can't have found his car, for he came to work by bus this morning.

迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。

注意：could, might表示推测时不表示时态，其推测的程度不如can, may。

7 情态动词+ have +过去分词

1） may（might） have + done sth, can （could） have + done sth　表示过去，推测过去时间里可能发生的事情。例如：

Philip may （might） have been hurt seriously in the car accident. 菲力浦可能在车祸中受了重伤。

Philip can （could） have been hurt seriously in the car accident.

2） must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有"肯定"，

"谅必"的意思。例如：

---Linda has gone to work, but her bicycle is still here. 琳达已经去上班了，但她的单车还在这儿。

---She must have gone by bus.肯定乘巴士去的。

3） ought to have done sth, should have done sth表示本应该做某事，而事实上并没有做。否定句表示"不该做某事而做了"。例如：

You ought to （should） have been more careful in this experiment. 你当时在做试验时应该更仔细点。

He ought not to have thrown the old clothes away.他不该把旧衣服扔了。（事实上已扔了。）

ought to 在语气上比should 要强。

4） needn't have done sth表示本没必要做某事，但做了。例如：

I dressed very warmly for the trip, but I needn't have done so. The weather was hot.

旅行时，我衣服穿得较多，其实没有必要。那时天很热。

5） would like to have done sth表示本打算做某事，但没做。例如：　

I would like to have read the article, but I was very busy then. 我想读这篇文章，但太忙了一直没读。

8 should 和ought to

除了上述的用法，两者还可表示"想必一定，按理应该"的意思。例如：

I ought to be able to live on my salary. 靠我的薪水，想必也能维持了。

It ought to be ready now. 想必现在准备好了吧。

They should be there by now, I think. 现在他们该到那儿了。

The poems should be out in a month at most. 诗集估计最多还有一个月就要出版了。

9 had better表示"最好"，相当于一个助动词，它只有一种形式，它后面要跟动词原形。例如：

It is pretty cold. You'd better put on my coat. 天相当冷。你最好穿上我的外套。

She'd better not play with the dog. 她最好不要玩耍那条狗。

had better have done sth表示与事实相反的结果，意为"本来最好"。例如：

You had better have come earlier. 你本该来得早一点。

10 would rather表示"宁愿"

would rather do

would rather not do

would rather… than…　 宁愿…而不愿。

还有would sooner, had rather, had sooner都表示"宁愿"、"宁可"的意思。例如：

If I have a choice, I had sooner not continue my studies at this school. 如果有选择的余地，我宁可辍学离开这个学校。

I would rather stay here than go home. = I would stay here rather than go home. 我宁愿呆在这儿，而不愿回家。

典型例题

----Shall we go skating or stay at home?

----Which ___ do?　　　　　

A. do you rather B. would you rather C. will you rather D. should you rather

答案B。本题考查情态动词rather的用法，would rather +do sth 意为"宁愿"，本题为疑问句，would 提前，所以选B。

11 will和would

注意：1）would like；would like to do = want to 想要，为固定搭配。例如：

Would you like to go with me? 想和我一块去吗？

2）Will you…?　Would you like…? 表示肯定含义的请求劝说时，疑问句中一般用some, 而不是any。例如：

Would you like some cake? 吃点蛋糕吧。

3）否定结构中用will，一般不用would, won't you是一种委婉语气。

Won't you sit down? 你不坐下吗？

12 情态动词的回答方式

问句 肯定回答 否定回答

Need you…? Yes, I must. No, I needn't

Must you…?　 No, I don't have to.

典型例题

1）---Could I borrow your dictionary?

---Yes, of course, you____.　

A. might　 B. will　 C. can　 D. should

答案C. could表示委婉的语气，并不为时态。答语中of course，表示肯定的语气，允许某人做某事时，用can和 may来表达，不能用could或might。will 与you连用，用来提出要求或下命令。should与you 连用，用来提出劝告。

2）---Shall I tell John about it?

---No, you ___. I've told him already.　　

A. needn't　　 B. wouldn't　　 C. mustn't　　 D. shouldn't

答案A。needn't 不必，不用。 wouldn't 将不, 不会的。 mustn't 禁止、不能。 shouldn't　不应该。本题为不需要，不必的意思，应用needn't。

3）---Don't forget to come to my birthday party tomorrow.

---______.

A. I don't　 B.　I won't　 C. I can't　 D. I haven't

答案B. will既可当作情态动词，表请求、建议、也可作为实义动词表"意愿、意志、决心"，本题表示决心，选B。

13 带to 的情态动词

带to 的情态动词有四个：ought to, have to, used to, be to, 如加上have got to （=must）, be able to，为六个。它们的疑问、否定形式应予以注意：

Do they have to pay their bill before the end of the month?

She didn't use to play tennis before she was fourteen.

You ought not to have told her all about it.

Ought he to see a heart specialist at once.?

ought to 本身作为情态动词使用。其他的词作为实义动词使用，变疑问，否定时，须有do 等助动词协助。

典型例题

Tom ought not to ___ me your secret, but he meant no harm.　

A. have told　 B. tell　 C. be telling　 D. having told

答案A。由于后句为过去时，告诉秘密的动作又发生在其前因，此地应用过去完成时，但它在情态动词 ought to 后，所以用have told。

14 比较need和dare

这两词既可做实义动词用，又可做情态动词用。作为情态动词，两者都只能用于疑问句，否定句和条件句。need 作实义动词时后面的不定式必须带to，而dare作实义动词用时, 后面的to 时常可以被省略。

1） 实义动词：need（需要, 要求） need + n. / to do sth

2） 情态动词：need，只用原形need后加do，否定形式为need not。例如：

Need you go yet? 你要走了吗？

Yes, I must. / No, I needn't.是的，我要走了/不，不急着走。

2. Ss do the grammar ex. On p21-22 to see if they can use the modal verbs correctly.

3. More exercises to consolidate the Grammar.

1-2 on page 98-99 of WB.

Step 3. Talking

1. Ss four in one group and have a discussion about the topics on page 96.

2. Ss make notes during the discussion, and try to report the topic to the whole class.

Step 4. Speaking

Learn how to make suggestions and how to express opinions.

The water is being used to /for….

We should/ could….

If we …, we can ….

It would be better to …

5. Assignment

Writing on page 94.

Period 4.

Contents: Integrating skills:

Step 1. Warming up

Ask Ss to scan the passage and raise some questions:

Explain some difficulties if necessary:

Step 2. Reading

1. Ss read the passage :

2. Help Ss to understand the passage entirely.

Step 3. Writing

Finish the writing task on p 24.

You can give Ss some strategies for writing a short essay, or give them an outline if necessary.

Period 5.

(Listening)

Step 1. Listening

1. Ss finish the listening task on page 18.

2 . Ss listen to the tape again and check the answers.

Step 2. dealing with the Ex 1-4 on p 95 of Workbook.

Step 3. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information;

c. take some notes while listening.

Step 4. listen and reading:

First listen and then read the passage on p99.

Period 6.

Revision:

Go over the important points in this unit once again, and give Ss some additional reading materials if possible.

Period 7.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 101. It is very important to improve their learning and let them have a sense of achieving gradually.

The Second Period

Teaching Aims:

n and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way,that is,add…to,mix with,take advantage of,manage to do

ove the students’ reading ability.

le the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

ove the students’ reading ability.

er the following phrases:

all the way,that is,mix with,take advantage of,manage to do

Teaching Difficult Point:

How to make the students understand the reading passage better.

Teaching Methods:

ussion before reading to make the students interested in what they will learn.

reading to get a general idea of the text.

ussion after reading to make students understand what they’ve learned better.

ful reading to get the detailed information in the text.

Teaching Aids:

multimedia

blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learnt something about who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T:OK,can you give me the reason why it is important?

S2:Water can be used to wash clothing,to made electricity,to water the farm and so course,every day we must drink enough water is very important.

T:Anything else?

S3:I know something about example,from the experiments we made yesterday,I know vegetable oil can’t be dissolved by water.

Step Ⅱ Pre-reading and Reading

T:k you for your answers to my we all know,we can’t live without do you know what makes water so important to all the living things?

Ss:No,we don’t know.

T:Maybe we can get the answer to the question after reading the article for re you read,first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T:Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

is/are ______?

does ______ look like?

are different parts of ______?

can ______ be compared to?

does ______ work?

are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making minutes later,teacher asks some students to write their questions on the blackboard.)

are the properties of water?

does the earth look like?

are different parts of the ocean?

can the ocean be compared to?

does the special air-conditioner-the ocean work?

are some examples of species in the ocean?

T:Well can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T:Good ,let’s read the passage carefully to get more information about e you are reading,try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

Suggested answers:

Property What is it? What is it good for?

Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.

Density The density of pure water is 1 000 kg/m3,meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.

Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.

T:Very about the questions on the blackboard?

S5:I think I can answer the first answer is that the properties of water are chemical structure,salinity density,heat capacity and ocean motion.

S6:In my opinion,the answer to the fourth question is that the ocean can be compared to a great place to live in.

T:Do you agree with them?

Ss:Yes.

T:What about other questions?

S7:I think plankton,sharks and whales are examples of species in the ocean.

S8:The answer to the second one is that the earth looks like an ocean planet.

T:You are quite volunteers?

S9:Dear you tell us the meaning of the special air-conditioner-the ocean?

T:Maybe it means that there are some similarities between air-conditioner and the ocean.

S9:Thank you.I got it.

T:Then,who can answer the question?

S10:Because the ocean can keep the temperature of the earth steady,some students compare the ocean to a special air-conditioning.I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.

T:Well e is only one question wants to try?(Nobody answers the question.)

T:Do you think it is a question that the text can’t answer?

Ss: think so.

T:e you are I want to know the reason why you think the passage can’t answer the third question.

Ss:Because there is not any information about the different parts of the ocean.

T:Then,are there any questions you would need to add to “cover” all the information in the text?

S11:I have a is the water in the ocean always moving?

S12:Since changes in salinity and temperature affect water’s density,the water in the ocean is always moving.

Step Ⅲ Further Understanding and Language Study

T:Well done.I think you are very familiar with the the passage there are some words and expressions we should let’s look at the screen.I will give you some explanations about the words and expressions.

edibly adv. (extremely or unusually)

water is incredibly hot.

lable adj.(that can be used or obtained)

ets are available at the box office.

The book is available to all the students.

e vi.

range from A to B

r ages range from 25 to 50.

His interests ranged from chess to canoeing.

the way the water molecule…

e.g.I don’t like the way (in which/that) he looks at me.

They admired the way (in which/that) she dealt with the crisis.

is (to say) (which means)

e.g.A week later,that is,May 1 is her birthday.

He is a local government administrator,that is,he is a Civil Servant.

advantage of (make use of something well/make use of somebody unfairly)

took full advantage of the hotel’s facilities.

She took advantage of my generosity.

sensitive to something (affected easily by something)

is very sensitive to other’s words.

(Teacher writes the words,phrases and sentences on the blackboard.)

Step Ⅳ Listening and Reading Aloud

T:Let’s listen to the I play it for the first time,just listen to I play it for the second time,please listen and read the text you clear about that?

Ss:Yes.

(Te teacher plays the tape for the students to r listening,the teacher goes among the students and corrects any mistake the students make in pronunciation,stress and intonation.)

Step Ⅴ Summary and Homework

T:Today,we have read a passage about we know,it is very important to all the living we should do all we can to protect water from being addition,try your best to retell the passage in your own that clear?

Ss:Yes.

T:See you tomorrow!

Ss:See you tomorrow!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Second Period

Questions:

are the properties of water?

does the earth look like?

are different parts of the ocean?

can the ocean be compared to?

does the special air-conditioner-the ocean work?

are some examples of species in the ocean?

Words:incredibly,available

Phrases:range from A to B,that is,take advantage of,be sensitive to

Sentences:But the way the water molecule…

Step Ⅶ Record after Teaching

The Third Period

Teaching Aims:

ew Modal Verbs.

some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How to help the students correctly use the Modal Verbs.

Teaching Methods:

ew method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

vidual work or group work to make every student work in class.

Teaching Aids:

multimedia

blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned a passage about water and now who can retell the passage in your own words?

S1:Let me try.

…

T:Well k you for your performance.

Step Ⅱ Word Study

T:Now please turn to Page at the first part of Word e are some words learnt in the last period,but the letters of these words are in the wrong I will give you a few minutes to put the letters in the correct order.

(A few minutes later,teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the lly teacher writes the correct words on the blackboard.)

1 otmas atoms

2 tanomu amount

3 sdlio solid

4 oasbrb absorb

5 cgrnetidea centigrade

6 sag gas

7 nhroygde hydrogen

8 yoxgen oxygen

9 assm mass

10 fatol float

T:Good look at the screen and try to complete the following sentences by filling in the blanks with the proper first letter has been given and some words can be used more than you need,you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

water molecule is made up of two h_____ atoms and one o_____.

r is a l_____ at room temperature,but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.

a_____ is the smallest part of any living or nonliving thing.

es by the sea often have a s_____ climate that is never too hot or too cold,because water can a_____ and release a lot of heat.

can a______ water,so it helps keep water from flowing away.

ne scientists study the r_____ between living creatures and their habitat in the ocean.

water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers:

ogen,oxygen id,solid,gas

dy,absorb

rb tionship

zing t

Step Ⅲ Grammar

T:Up to now we have learnt many modal can tell me what they are?

Ss:…

(Teacher asks some students to write their answers on the blackboard.)

Modal Verbs:

can/could,may/might,will/would,be able to,must,should,have to,need,shall,ought to,had better.

T:Very do you know how to use them?

S2:I know “should” can be used to give others some advice.

S3:I know when I want to borrow a book from my friend,I can use “may”.

…

T:Your answers are very e is a conclusion about modal verbs on the ’s look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility:can/could,may/might

Ability:can/could,be able to

Requests:can/could,will/would,would like

Necessity:must,have to,have got to,need

Certainty:must,will,should

Permission:can/could,may/might

Suggestions:could may/might,shall

Advice:should,ought to,had better

T:From the chart we can see modal verbs can be classfied into eight groups by their you clear about the classification?

Ss:Yes.

T: look at the first part in sh the exercises according to the class fication of modal you need,you can discuss with your addition you’d better make it clear why you choose A、B、C,or you clear about the requirements?

Ss:Yes.

(Teacher gives students enough time to finish the deals with them with the whole class.)

T:Are you ready?

Ss:Yes.

T:’d like to tell me the answer to the first one?

S4:I think “A” is right.

T:Can you tell us the reason why you choose “A”?

S4:Because the speaker wants to express his/her g A、B、C and D,only A can be used to express request.

T:Very about the second one?

S5:“May” is right,I think,because the sentence is used to ask for permission.

T:Congratulations!Who can answer the third one?

S6:The phrase “wants to” express a state of being I think “C” is right.

T:Well ’s turn to do the fourth can try?

S7:I’m not sure,but I want to have a “C” right?

T:Why did you choose “C”?

S8:I think the first sentence expresses some necessity and the second one expresses guess.

S9:I don’t think use “must” can’t be used in negative sentences to express guess.

S8:Oh,I’m sorry.I forgot it.I see,the correct answer is “D”.

T:Excellent!

…

(Teacher encourages students to show their opinions about each one,and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T:You have finished the first part let’s go on with the second you have confidence to finish it?

Ss: course we have.

T: is a letter from Mary to e John met some problems,so Mary wants to write a letter to help Mary doesn’t know how to use the modal verbs wants you to help her finish the re you finish the letter,read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

you tell from the letter what John’s problem is?

you agree on the advice that Mary gives to him?Why?What would be your advice?

(Teacher gives students a few minutes to read the letter,and then checks their answers to the questions.)

T:Who’d like to answer the first question?

S10:I want to have a my opinion,John’s problem is that his manager suspected him of stealing something at the meat factory.

T:Well you agree with him?

Ss:Yes.

T:What about the second one?

S11:I’d like to answer the question.I don’t agree to the advice that Mary gives to use if he finds another job,maybe it means that he really stole something at the meat factory.I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.

S12:In my opinion,he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.

…

T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the you are clear about John’s ’s your turn to help Mary finish the e there are more than one answer for some you have some difficulties,you can discuss with your minutes later,I will check your answers.

Suggested answers:

can/will/should,may

not/might not,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should,will

Step Ⅳ Summary and Homework

T:Today,we’ve reviewed some new words learnt in this particular,we have reviewed the usages of modal r class,do more exercises to master them is ’s all for you tomorrow.

Ss:See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Third Period

Words:

atom,amount,solid,absorb,centigrade gas,hydrogen,oxygen,mass,float

Modal Verbs:can/could,may/might,will/would,need,must,have to,shall,should,ought to,had better

Step Ⅵ Record after Teaching

The Fourth Period

Teaching Aims:

ew the useful expressions learnt in this unit by practising.

ove the students’ reading ability by reading the material.

ove the students’ writing ability.

le the students to realize that it is important to protect the estuary.

Teaching Important Points:

ove the students’ reading ability by reading the material.

ove the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

reading to go through the reading material.

ctive method to help students write a paragraph successfully.

Teaching Aids:

multimedia

blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:Yesterday we did some practice about modal let’s do some more exercises to see if you have mastered se look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen is still in Australia.

2.-Could I use your bike?

-Yes,of course you ______.

ground is ______ have rained last night.

4.A machine ______ think for ______ be told what to do.

,don’t play with the valuable ______ break it.

Suggested answers:

’t ’t,must

Step Ⅲ Fast Reading

T:Good if we want to use the modal verbs correctly,we must practise them as often as y we will read another ocean is very important to all the living things,which is known to us,and I think we have also known about the reason why the ocean becomes so important-because of the properties of water,the ocean is very passage we will read is also about deals with “the body of water” you interested in the topic?

S1: what is the meaning of “the body of water”?I think water has no body.

T:Good question.I think you can get the answer to the question by let’s read the e you are reading,try to make clear what is the main idea of each des,try fast reading,it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T:Have you finished your reading?

Ss:Yes.

T:Wang Lin,are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T:You are great!Now who’d like to tell me the main idea of the first paragraph?

S3:An estuary is the body of water where a river meets the ocean.

T:Right,thank you for your about the second one?

S4:Let me general idea is that estuaries are great places for nature’s young.

T:Wang Ping,tell me the main idea of the third paragraph,please!

S5:I’m not sure.I think the third paragraph tells us estuaries are important to animals and plants,so we should try our best to protect them from environmental I right?

T:ratulations!There is only the last paragraph can try?

S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T:The general idea of the passage is very clear to us let’s re-read the passage e you are reading,try to find out the answers to the questions on Page you need,you can have a discussion about I’ll check your answers.

(Teacher gives students enough time to read the the same time,teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

s provide energy for the ecosystem,and estuaries are protected from waves and storms by addition nutrients arrive in estuaries from both the land and the estuaries are great places for nature’s young ones.

ity means the quality of being other words,there are more living creatures than any other habitat on earth.

aries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

aries can provide recreation and education for human des estuaries also contribute to the they are very important to human beings.

T:Well you are very familiar with the passage.

To understand the passage better,I will explain some important se,look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

ide…for

company will provide food and drink for them.

an opportunity to do something

e.g.I had no opportunity to discuss the problem with her yesterday.

3.a variety of

left for a variety of reasons.

There are a variety of patterns for you to choose from.

ribute to

work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T:Up to now,we have learnt a lot about water and known the properties of water and importance of you are given an opportunity to check if you know a lot about at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

does an ice cube float?

will happen to a piece of metal if you put it in water?

do so many species live in estuaries?

have so many cities been built by estuaries?

T:Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain what you learn from this unit and what you know about nature and science to write the must be careful to explain it to make your explanations easy to ’d better look at the tips on Page 24 before you ’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an mixing of fresh and salt water creats a unique enviroment filled with life of all ,animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s many cities are built by estuaries,we can enjoy fishing,swimming and having fun on the beach and scientists and students have endless opportunities to study a varety of life in the ’s more,estuaries also contribute to the economy through tourism and many cities have been built by estuaries.

Step Ⅵ Test

T:In this unit,we’ve learnt some important I’ll give you a test to check whether you’ve mastered them or at the screen,please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish checks their answers.)

children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

______(充分利用了) multimedia in the class.

little girl ______(对温度很敏感).

actions ______(使他受到尊敬).

______(设法完成了工作) with very little help.

Suggested answers:

e from 5 to 15

way she deals with the problem

is

advantage of

very sensitive to temperature

him respected

ged to get the work done

Step Ⅶ Summary and Homework

T:Today,we’ve done some reading and ’ve also reviewed some useful expressions in this r class,go over all the important points we have learnt in this ’s all for s is over.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fourth Period

Phrases:provide…for,have an opportunity to do,a variety of,contribute to

Step Ⅸ Record after Teaching

The Fifth Period

Modal Verbs

Teaching Aims:

ew the important usages of modal verbs.

up the different situations of modal verbs.

Teaching Important Point:

How to use modal verbs correctly.

Teaching Difficult Point:

How to choose modal verbs correctly.

Teaching Methods:

ew method to master the important usages of modal verbs.

ctive method and comparative method to master the important and difficult points.

Teaching Aids:

multimedia

blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:In this unit,we have done some practice about modal we know,modal verbs have several points in common which make them quite different from other ,please discuss the points in common among modal verbs in groups of r a while I will check your answers.

(Teacher gives students enough time to discuss,and then collects their answers and sums them up.)

Modal Verbs:

l verbs are used when we say that we expect things to happen or that things are possible,or necessary,or impossible,or improbable,or when we describe things that didn’t happen,or that we are not sure whether they happened.

l verbs have no -s on the third person tions and negatives are made without “do”.

l verbs have no infinitives.

l verbs have no past forms.“Could” and “would” are used with past meanings in some cases.

l verbs can be used with perfect infinitive to talk about things which didn’t happen,or which we’re not sure about.

Step Ⅲ Revision of the Important Usages of Modal Verbs

T:Good we all know,modal verbs can be classified into eight groups according to their y we will review some important usages of modal tly,let’s review the modal verbs that can be used to express “possibility”se tell me which modal verbs can be used to express “possibility”.

Ss:Can/could/may/might all express “possibility”.

T:When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical we want to talk about the actual chances of something happening,or being true,we use “could/may/might”des,“can” is sometimes used to talk about present “possibility”,but only in questions and negative that clear?

Ss:Yes.

T:Now,let’s do some exercises to master them at the screen and try to finish the sentences as soon as possible.

(Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

d you like to answer the phone?It ______ be your sister.

part of the country ______ be very warm in September.

3.______ it be Lily?

______(not) be true.

______ be right.

Suggested answers:

d/may/might ’t

T:Besides “possibility”,can/could/may/might are also used to express “permission”?

Ss: we are not sure about how to use them.

T:It doesn’t matter.I will give you some explanation.“Can” is the commonest one of the four,and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal often suggest respect.“Might” is more hesitant and is not very des,when we give permission,we usually use “can” and “may”,but not “could” and “might” we report permission,“may” is not usually you clear about it?

Ss:Yes.

T:Then try to finish the following exercises,please.

(Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes,of ______.

2.______ you come into the meeting room without showing a passport?

said that I ______ borrow her car.

Suggested answers:

;can/may

t/could（“Might” and “could” can be used after a past verb.)

T:Next,which modal verbs do you think are necessary to review?

Ss:The modal verbs expressing “necessity” are very important.

T:Yes,I agree with can use “must/have to/have got to/need” to express “necessity” about how to use them,I want you to review them by understanding the following sentences by at the sentences on the screen.

(Teacher shows the sentences on the screen,and then asks some questions.)

1.I really must study hard.

must be here by 3 o’clock.

have (got) to go and see the manager.

needn’t work on Sundays.

T:From the sentences,who can tell me the difference between “must” and “have to”?

S1:I want to have a “must” is used,the necessity comes from the the necessity comes from “outside”,“have (got) to” is more common.

T:Congratulations!Do you know how to use “need”?

S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.

T:Please give me an ?

S2:I know the reason why you were needn’t try to explain.

T:Thank addition,I want to tell you “have got to” is used instead of “have to” in informal that clear?

Ss:Yeah.

T:Now look at the blackboard.(Write the following on the blackboard.)

must have rained last night,for the ground is wet.

can’t have seen him yesterday,for he is still in Australia.

could have told me he was coming.

is very may have missed the bus.

T:These sentences have something in can tell me what it is?

Ss:The modal verbs in these sentences are used together with perfect infinitives.

T:Very let’s review the modal verbs used together with perfect infinitives.

S3:When should we use modal verbs together with perfect infinitives?

T:When we talk about the past,we can use the structure,but it has a special is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different) you got it?

Ss:k you.

T:Now let’s do some exercises to consolidate the usage of the structure.

1.I told Sally how to get there,but perhaps I ______for her.

to write it out

be have written it out

ld have written it out

t to write it out

didn’t let me we ______ in turn,you ______ so tired.

e;didn’t get

e;wouldn’t get

driving;wouldn’t get

driven;wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

d miss

have missed

have missed

t miss

4.-I stayed at a hotel in New York.

-Oh,did you?You ______ with Barbara.

d have stayed

d stay

d stay

have stayed

light is still ______ to turn it off when he ______ the room.

forget;leave

have forgotten;left

forget;have left

d have forget;left

(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)

Suggested answers:

1.C 2.D 3.C 4.A 5.B

T:Now,it’s turn to review modal verbs expressing “advice”’d like to tell me which modal verbs we can use to express “advice”?

S4:I think we usually use “should/ought to/had better” to give “advice”.

T: most cases,both “should” and “ought to” can be used with more or less the same ver,there is a very slight we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force,and is used when we are talking about laws,duties and you clear about that?

Ss:Yes.

T:Who wants to give us an example using “should” and “ought to” expressing “advice”?

S5:People ought to vote even though they don’t agree with any of the candidates.

T:Well about “should”?

S6:Let me should see “Hero”-it’s a great film.

T:Thank you for your good you know how to use “had better”?

Ss: we use “had better”,we don’t usually mean that the action recommended would be better than another simply mean that he/she ought to do it.

T:Please make up a sentence using “had better”.

S7:You’d better hurry up,if you want to get to the factory on time.

T:Good example!

Step Ⅳ Summary and Homework

T:Up to now,we have reviewed modal verbs which express possibility,necessity,permission,advice and modal verbs used together with perfect are all very r class,try to do more exercises to master them ’s all for you tomorrow.

Ss:See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fifth Period

Modal Verbs

must have rained last night,for the ground is wet.

can’t have seen her yesterday,for she is still in Australia.

could have told me he was coming.

is very may have missed the bus.

Step Ⅵ Record after Teaching