必修三Unit 2 Healthy eating Period 3 Learning about language Grammar

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1、 Unit 2　Healthy eating Period 3　Learning about language: Grammar 整體設(shè)計(jì) 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 exercis

2、es. 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 interes

3、ting 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, compar

4、e 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 mod

5、al 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. 教學(xué)重點(diǎn) 1. Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.

6、 2. Let students learn the use of ought to. 教學(xué)難點(diǎn) Enable students to learn how to use ought to correctly. 三維目標(biāo) 知識(shí)目標(biāo) 1. Get students to know more about modal verbs. 2. Let students learn the use of ought to. 能力目標(biāo) Enable students to use modal verbs correctly and properly according to the conte

7、xt. 情感目標(biāo) 1. Get students to become interested in grammar learning. 2. Develop students’ sense of group cooperation. 教學(xué)過(guò)程 設(shè)計(jì)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 expre

8、ssions 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 pla

9、nts 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. Suggest

10、ed 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

11、 words and expressions Words and expressions from the text parts of plants that help food move quickly through the body fibre changing food into something the body can use digestion proper amount of different kinds of food needed for good health balanced diet →Step 2 Leading-in by revision

12、 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 y

13、ou 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幾乎無(wú)法養(yǎng)家糊口。(ability) 2. 那孩子現(xiàn)在能在哪兒呢？(guessing) 3

14、. 我可以進(jìn)來(lái)嗎？(ask for permission) 4. 你在早晨五點(diǎn)鐘以前起來(lái), 或許能從這兒看到日出。(possibility) 5. 你必須得快點(diǎn)兒, 不然會(huì)遲到的。(necessity) 6. 你想得到什么, 你就可以有什么。(promise) 7. 我們應(yīng)該每天早晨朗讀英文。(duty) 8. 他總是在那兒一坐就是幾個(gè)小時(shí), 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 thr

15、ough 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. 到午飯時(shí)分, 它們都會(huì)賣完。 2)By now his restaurant ought to be full of people. 到了這個(gè)時(shí)候, 他的餐館本該賓客盈門的。 3)What could have happened?

16、發(fā)生了什么事呢？ 4)Nothing could be better. 再?zèng)]有比這些更好（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樣來(lái)他的餐館吃飯, 那問(wèn)題就嚴(yán)重了。 6)He could not believe his eyes. 他簡(jiǎn)直不能相信他的眼睛。 7)Perhaps he should go to the library and find out. 也許他應(yīng)該

17、去圖書館查查清楚。 8)He could not have Yong Hui getting away with telling people lies! 他不可能讓詠慧哄騙人們后跑掉。 9)He had better do some research. 他最好作一番調(diào)查。 10)They would become tired very quickly. 他們很快就會(huì)到疲乏。 11)Perhaps with a discount and a new sign he could win his customers back. 或許打折的方法和新的招牌能夠幫他贏回顧客。 2. T

18、hinking 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 ha

19、nd. 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無(wú)人稱和時(shí)態(tài)的變化, 后接帶to的動(dòng)詞不定式。ought to可表

20、示“義務(wù)”“要求”或“勸告”, 常譯作“應(yīng)該”“應(yīng)當(dāng)”等, 和should差不多, 只是語(yǔ)氣稍重一些; 有時(shí)表示“非常可能”的意思。否定式為ought not to(oughtn’t to), 疑問(wèn)式為Ought I/you/. . . to. . . ? 1. 表示“責(zé)任或義務(wù)” Such things ought not to be allowed, ought they? 這類事情不應(yīng)該被準(zhǔn)許, 是嗎？ —Ought he to go? 他應(yīng)該去嗎？ —Yes, he ought to. 是的, 他應(yīng)該去。 2. 表示“適當(dāng), 合適或應(yīng)該” Coffee ought to

21、be drunk while it is hot. 咖啡應(yīng)該趁熱喝。 There ought to be more buses during the rush hours. 在上下班高峰期, 公共汽車應(yīng)當(dāng)多一些。 3. 表示“可能性” Harry ought to win this race. 哈里應(yīng)該會(huì)贏得這場(chǎng)比賽。 If he started at seven, he ought to be here now. 假如他在七點(diǎn)出發(fā)的話, 現(xiàn)在大概到這兒了。 4. 表示“勸告或建議” I think you ought to eat more body-building f

22、ood. 我認(rèn)為你應(yīng)當(dāng)多吃些有營(yíng)養(yǎng)的食物。 He said I ought to do that job. 他說(shuō)我適宜做那項(xiàng)工作。 5. 表示“推測(cè)”, 意為“照說(shuō)應(yīng)該; 想必一定”, 后跟不定式的一般時(shí)、進(jìn)行時(shí)或完成時(shí), 分別表示對(duì)現(xiàn)在、現(xiàn)在進(jìn)行或過(guò)去情況的推測(cè)。 She has had working experience before. She ought to be fit for the job. 她以前有過(guò)工作經(jīng)驗(yàn), 應(yīng)該勝任這項(xiàng)工作。 It’s just 9 o’clock. Mary ought to be doing her homework in her r

23、oom now. 才剛九點(diǎn), 按說(shuō)瑪麗應(yīng)該在房間里做作業(yè)。 It ought to have rained last night. 昨晚應(yīng)該下過(guò)雨。 6. 表示“責(zé)備或后悔” ought to后接不定式的完成式時(shí), 表示“本應(yīng)該做某事而事實(shí)上沒(méi)做”; 其否定式表示“本不應(yīng)該做某事而事實(shí)上做了”。 You ought to have done these exercises because you were required to so during your holidays. 這些練習(xí)你本應(yīng)該做完的, 因?yàn)榧倨诶锞鸵竽阕隽恕? She ought not to have to

24、ld him the bad news, which had a bad effect on his examinations. 她本不應(yīng)該告訴他這個(gè)不幸的消息, 結(jié)果影響了他的考試。 →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.

25、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. R

26、emind 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 h

27、ave 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

28、 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 f

29、inish 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 ea

30、t 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 hur

31、t; 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; g

32、ets 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 passa

33、ge 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. 設(shè)計(jì)方案(二) →Step 1 Revision 1. Check the homework exercises. 2. Translate the following into English. 1)平衡膳食 2)應(yīng)該; 應(yīng)當(dāng) 3)減肥; 體重減輕 4)被放過(guò); （做壞事）不受懲罰 5)說(shuō)謊; 撒謊 6)到了這個(gè)

34、時(shí)候, 他的餐館本該賓客盈門的。 7)再?zèng)]有比這些更好（吃）的了。 8)要是李昌不像往常那樣來(lái)他的餐館吃飯, 那問(wèn)題就嚴(yán)重了。 9)他簡(jiǎn)直不能相信他的眼睛。 10)他不可能讓詠慧哄騙人們后跑掉。 →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:

35、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 ex

36、plain 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 necessa

37、ry. 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. →Ste

38、p 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

39、 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

40、exercises. 2. Practice your conversation with your partner and be ready to present it to the class. 板書設(shè)計(jì) Unit 2　Healthy eating the use of ought to Use Examples ought無(wú)人稱和時(shí)態(tài)的變化, 后接帶to的動(dòng)詞不定式。ought to可表示“義務(wù)”“要求”或“勸告”, 常譯作“應(yīng)該”“應(yīng)當(dāng)”等, 和should差不多, 只是語(yǔ)氣稍重一些; 有時(shí)表示“非常可能”的意思。否定式為ought not to(oughtn’t t

41、o), 疑問(wèn)式為Ought I/you/. . . to. . . ? (1)There is something I ought to tell you before you leave. (2)He ought not to do that. (3)—Ought he to see the doctor? —Yes, he ought to. (4)If she is completely well, she ought to be back at school today. 活動(dòng)與探究 After class, make up a dialogue with your pa

42、rtner 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. . . I’m fond of. . . I don’t often eat. . . I really ha

43、te. . . I can’t stand. . . make me gain/lose weight fried chicken　smoked chicken　roast duckbarbecued mutton　lemon beefsweet and sour fish　steamed fish　creamed tomatoes　fried eggplant　cucumber salad　boiled eggs　stir-fried mushrooms The beginning is given to you. A: Do you know how to make soup? B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup. A: Oh, I can’t stand tomatoes. . . . 7