以下是小编整理的NSEFC2B Unit 19 单じ毙4(H毙┌G英语U册毙妆学设计)，本文共6篇，欢迎阅读分享，希望对大家有帮助。
篇1：NSEFC2B Unit 19 单じ毙4(H毙┌G英语U册毙妆学设计)
The Fourth Period
Teaching Aims:
1.Review the words and phrases appearing in the last two periods.
2.Review Direct and Indirect Speech.
Teaching Important Points:
1.Get the students to master the words and phrases correctly.
2.Get the students to master the interchanges of Direct and Indirect Speech.
Teaching Difficult Point:
Help the students master the changes of the pronouns,tenses,adverbials in the interchanges of Direct and Indirect Speech.
Teaching Methods:
1.Practising to finish the tasks in Word Study and in Grammar.
2.Individual,pair or group work to make every student take an active part in class and finish each exercise better.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
兂Step ⒐ Greetings
Greet the whole class as usual.
兂Step ⒑ Revision
T:In the last few periods,weˇve learn more about one of Shakespearesˇ playsXThe Merchant of Venice.What have you learnt from it?
Ss:The Good will be able to defeat the Bad at last.Justice is supported by everyone.
T:Quite right.Besides,weˇve learnt some useful phrases. Iˇll give you a dictation of them. Please take out a piece of paper.Hu Yue,please come to the blackboard.KAre you ready?
Ss:Yes.
T:OK.Letˇs beginK
(Teacher begins to give the dictation and after that,checks the answers with the whole class.)
兂Step ⒒ Word Study
T:Well done.Now please open your books at Page 69.Look at Word Study in this unit.Fill in the blanks with the words and phrases from the text.Youˇd better read each sentence to see which phrase fits the description first.Then fill in the blanks according to the meaning.See what I mean?
Ss:Yes.
T:OK.You can begin now.First by yourself.Then check your answers with your partner.At last,Iˇll collect the right answers.
Suggested answers:
1.all believed
2.pay back
3.show mercy to
4.offered,tear up
5.offer up
6.As far as
兂Step ⒓ Grammar
T:Next,letˇs come to Grammar.We all know in The Merchant of Venice,Shylock insisted on taking a pound of Antonioˇs flesh according to the agreement between them.Why did Antonio borrow money from Shylock?
Ss:To help his friend Bassanio,who had no money to marry Portia,a rich and beautiful lady.
T:Quite right.Now,please turn to Page 71 and read the material in the box.Then work in pairs to change it into dialogues.
Act 1:The dialogue between Bassanio and Antonio.
Act 2:The dialogue between Antonio,Shylock and Bassanio.Do you see what I mean?
Ss:Yes.
(The students begin to work.Teacher goes among the students to see how they are going on.At last,teacher asks some pairs to act out their dialogues.)
Sample dialogues:
Act 1:(B=Bassanio;A=Antonio)
B:Antonio,I want to tell you a good piece of news that I am in love with Portia,a rich and beautiful lady.
A:Does she love you?
B:She loves me too.
A:Then why donˇt you get married?
B:I can not ask her to marry me because I have no money.I wonder if you can lend me three thousand ducats.
A:Iˇd like to help you,but all my ship are at sea.I have no money at present.
Act 2:(S=Shylock)
A:Shylock,I want to know if I can borrow some money from you.
S:I agree to lend you the money on one condition.If you donˇt pay the money back at the end of three months,Iˇll have the right to have a pound of your flesh to be cut off from any part of your body.
A:OK.I would accept these terms.
B:Please,Antonio,donˇt accept these terms.
A:Donˇt worry.Iˇll take his offer and sign the agreement.
T:Wonderful.You did a good job.Next,letˇs look at the second exercise.Here are two letters.One is the letter that Antonio wrote to Bassanio.The other one is the letter from the lawyer to the Duke.By reading them,youˇll know more about the play.Are you interested?
Ss:Yes.
T:Now,begin to read.After that,change them into Indirect Speech.Then correct mistakes each other.At the end,Iˇll ask some students to read to the class.Is everything clear?
Ss:Yes.
Suggested answers:
Letter 1:
Bassanio received a letter from Antonio.In the letter,Antonio said that all his ships were lost at sea and that now he had to pay Shylock with a pound of his flesh according to their agreement.Antonio also said how he wished to see Bassanio before he died,since it was impossible that he should live in paying Shylock.Antonio told Bassanio to forget about the letter if his love for Antonio was not enough to lead him there.
Letter 2:
Doctor Bellario wrote in his letter that he was very ill.He said that when the Dukeˇs letter (had) reached him,he(had)had with him a learned young doctor from Rome and that he had told the doctor about the quarrel between Shylock and Antonio.He wrote to the Duke they had studied many law books and the doctor knew what he would say.He asked the Duke to let the doctor stand in his place and give judgement.He told the Duke that he had never known so young a body with so wise a head though he was young.
(After checking the studentsˇwork,teacher deals with some language points.)
T:Well done.Next,letˇs learn some useful expressions.Look at the screen,please.
(Teacher shows the screen.)
1.be in love with/fall in love with
e.g.They have been in love with each other since they met for the first time.
The first time Peter met Alice at a party,he fell in love with her.
2.on one condition/on condition that
e.g.He was allowed to go swimming on condition that he kept near the other boys.
Iˇll come on condition that John is invited,too.
3.so/how/too+adj.+a(n)+n.鶭
e.g.Did you notice that you made so serious a mistake?
It is too difficult a book for beginners.
How wonderful a plan it would be!
(Bb:be/fall in love with,on one condition/on condition that,so/how/too+adj.+a(n)+n.鶭)
兂Step ⒔ Consolidation
T:OK.So much for the language points.In order that you can master Direct and Indirect Speech better,especially the way to change Direct Speech into Indirect Speech.Iˇll give you another exercise.Look at the sentences on the screen and complete them.
(Show the screen.)
Change the following sentences into Indirect Speech.
1.¨Do not be so bitter,〃the Duke said to Shylock.
△The Duke asked Shylock______.
2.¨Do all men kill the things they do not love?〃Bassanio said.
△Bassanio asked______.
3.¨Antonio is my enemy and I hate him,〃Shylock said.
△Shylock said______.
4.¨Mercy falls like the gentle rain from the sky upon the earth,〃Portia said.
△Portia said______.
Suggested answers:
1.not to be so bitter
2.if all men killed the things they did not love
3.Antonio was his enemy and he hated him
4.mercy falls like the gentle rain from the sky upon the earth
兂Step ⒕ Summary and Homework
T:In this class,weˇve mainly revised the words and phrases learned in the play.In particular,weˇve revised Direct and Indirect Speech by doing some exercises.You should pay special attention to the changes of the pronoun,tenses and adverbial in the interchanges of Direct and Indirect Speech,and you should be able to use some sentence structures freely such as ¨tell sb. to doK〃¨ask sb.to doK〃and ¨say thatK〃.(Write the structures on the blackboard.)For todayˇs homework:Retell the story of The Merchant of Venice.You can use the words and phrases on the screen.Youˇd better copy them down.
(Show the screen.)
Retell the play The Merchant of Venice,using the following words and phrases:
be in love with,askKfor help,scoldKfor,on condition that,pay back,cut off,get married,be lost at sea,have mercy on,be seated,do the deed,be allowed to,drop,ask for,insist on,at the mercy of,according to,be taken away
Thatˇs all for today.See you next time.
Ss:See you next time.
兂Step ⒖ The Design of the Writing on theBlackboard
Unit 19 The Merchant of Venice
The Fourth Period
⒐.Useful phrases
be/fall in love with
on one condition
on condition that
so/how/too+adj.+a(n)+n.鶭
⒑.Direct and Indirect Speech
tell/ask sb.(not) to do sth.
say that-clause
ask wh-/how+clause
兂Step ⒗ Record after Teaching
篇2：NSEFC2B Unit 19 单じ毙5(H毙┌G英语U册毙妆学设计)
The Fifth Period
Indirect Speech
Teaching Aims:
1.Enable the students further to know and understand how to change Direct Speech into Indirect Speech.
2.Help the students remember all kinds of changes when we change a Direct Speech into an Indirect Speech so that they can use them freely.
Teaching Important Point:
The changes of pronouns,verbs,adverbials of time and places.
Teaching Difficult Point:
How to change some special sentences from Direct Speech into Indirect Speech.
Teaching Methods:
1.Review method to make the students gain new insights through restudying old materials.
2.Pair work or group work to enable every student to work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
兂Step ⒐ Greetings and Revision
Greet the whole class as usual.
T:In this class,weˇll review the Indirect Speech.Then weˇll do some exercises.At last weˇll have a test.First look at the screen,and finish the exercises.If youˇre not sure about your answers,you can have a discussion in pairs.
(Show the following on the multimedia.)
Put these sentences into Indirect Speech.
1.¨I have left my pen in your room,〃he said.
2.¨Did you see her last night?〃he said.
3.She said,¨Where can they find a taxi?〃
4.The teacher said,¨Give me some chalk.〃
5.¨Donˇt waste your time,〃I said to him.
(A moment later,check the answers.Teacher may ask some students to say their answers one by one.)
Suggested answers:
1.He told me that he had left his pen in my room.
2.He asked(me) whether I had seen her the night before.
3.She asked where they could find a taxi.
4.The teacher asked me to give him some chalk.
5.I advised him not to waste his time.
兂Step ⒑ Revision and Discussion
T:Well done!As we all know,when we change Direct Speech into Indirect Speech,there are some changes in the sentence.Now,please look at the screen.Discuss in pairs and fill in the form.
Direct Speech Indirect Speech
Pronouns this
these
Adverbial
now
tonight
today
this morning
yesterday
last night
the day before yesterday
three days ago
tomorrow
next week
yesterday morning
yesterday afternoon
the day after tomorrow
here
Verbs come
bring
can
may
must
shall
will
Tenses(with the verb ¨keep〃
as an example)
keep
be (am/is/are)keeping
have kept
had kept
will keep
]The teacher goes around the class and corrects the mistakes the students make.At last,show the answers on the screen for students to check their answers.^
Direct Speech
Indirect Speech
Pronouns this
these that
those
Adverbials
now
tonight
today
this morning
yesterday
last night
the day before yesterday
three days ago
tomorrow
next week
yesterday morning
yesterday afternoon
the day after tomorrow
here then
that night
that day
that morning
the day before
the night before
two days before
three days before
the next/following day
the next/following week
the morning before
the afternoon before
in two daysˇs time
two days after
there
Verbs come
bring
can
may
must
shall
will go
take
could
might
must/had to
should
would
Tenses
keep
be(am/is/are)keeping
have kept
had kept
will keep kept
was(were) keeping
had kept
had kept
would keep
T:Now,look at the screen,please.Put the sentences into Indirect Speech.
1.I said,¨I shall be there.〃
2.He said,¨I shall be there.〃
3.¨The earth goes round the sun,〃the teacher said.
4.¨Letˇs go to the park on Sunday,〃he said.
5.Mother said,¨Letˇs not go to bed until Smith comes back.〃
T:(A few minutes later) Now,who can give the answer to the first sentence?K
S1:I said that I should be there.
S2:He said that he would be there.
S3:The teacher said that the earth goes round the sun.
T:In the first sentence,thereˇs no change of pronoun,so¨shall〃 should be changed into ¨should〃.In the second sentence,the pronoun has changed,so ¨shall〃should be changed to ¨would〃.The third sentence expresses a truth that the earth always goes round the sun,so the verb in Indirect Speech remains to be ¨goes〃.Is that clear?
Ss:Yes.
T:Now,look at the fourth sentence,please.Here,¨Letˇs doK〃or ¨Let sb.doK〃can be expressed with the phrased:(sb.)suggested thatK;Ksuggest doingK;Ksay thatK;insist thatK;insist thatK;insist on doingK,etc.Do you understand?
Ss:Yes.
T:OK.Who will try this one?
S4:He suggested that they (should) go to the park on Sunday.
S5:He suggested going to the park on Sunday.
T:Good.Both of your answers are correct.Now,who wants to do the last one?
S6:Mother suggested that they should not go to bed until Smith came back.
T:Good.Who has a different answer?
S7:Mother suggested their not going to bed until Smith came back.
T:Is his/her answer right?
Ss:Yes.
T:Very good.Please look at the sentences on the screen.(Show the following on the screen.)
1.¨I am off to the pictures.Where are you going?〃
2.¨Will you come out tonight?〃¨No.〃
T:When we change Direct Speech into Indirect Speech,if there are two sentences,we should add a word,a group of words or a sentence to make the Indirect Speech smooth.Do you understand?
Ss:Yes.
T:OK.Who wants to try the first sentence?
S8:He said he was off to the pictures and wanted to know where I was going.
T:Good.Now,who wants to try the second sentence?
S9:He asked me if I would go out that night,but I said (told him) I wouldnˇt.
T:Great.
兂Step ⒒ Consolidation
T:Please change the sentences on the screen into Indirect Speech.After you finish,you may check your answers in pairs.
(Show the following on the screen.)
Change the following sentences into Indirect Speech:
1.¨I wish you health and success in the new year,〃she said.
2.The teacher said to Tom,¨Be careful,think before you answer.〃
3.He asked,¨Are you sure your mother will come?〃
4.¨What shall I do with your mail when youˇre away?〃
5.¨Is the book open or closed?〃
6.¨He didnˇt like music,did he?〃Jack asked.
7.¨I wonˇt be free tonight.Iˇll be giving the students a lecture,〃he said.
(A moment later,ask some students to write their answers on the blackboard.Then check the answers with the whole class.)
Suggested answers:
Cf:The Design of the Writing on the Blackboard.
兂Step ⒓ Test
T:Now,letˇs have a test.Look at the screen.
Change the following from Direct Speech into Indirect Speech,Indirect speech into Direct Speech:
1.¨You neednˇt have come over,〃she said to John.
2.The teacher said, ¨Iˇll try to give you some easier examples tomorrow morning.〃
3.He said that this was his fault and promised to be more careful next time.
4.¨Where have you been all the time and what have you been doing?〃Jack asked me.
5.¨Are you sure they will agree to come this evening?〃she asked me.
6.They asked the teacher whether he could go to their bedroom that night to help them with their English grammar.
7.¨Go at once,〃the officer said to his man.
8.He asked me to go there again the next day.
(A few minutes later,check the answers with the whole class.)
Suggested answers:
1.She said to John that he neednˇt have gone there.
2.The teacher said that he would try to give us some easier examples the next morning.
3.¨This is my fault and I will be more careful next time,〃he said.
4.Jack asked me where I had been all the time,and what I had been doing.
5.She asked me whether I was sure they would agree to come that evening.
6.¨Could/Can you go to our bedroom tonight to help us with our English grammar?〃they asked the teacher.
7.The officer ordered his men to go at once.
8.¨Come here again tomorrow,〃said he.
兂Step ⒔ Summary and Homework
T:Today weˇve reviewed the Indirect Speech.When we change Direct Speech into Indirect Speech,we should pay attention to the changes of pronouns,adverbials,verbs and tenses,especially to the changes of personal pronouns.After class,review the Indirect Speech,discuss the exercises weˇve done in class and use Indirect Speech as much as possible to master it better.Thatˇs all for today.See you tomorrow!
Ss:See you tomorrow!
兂Step ⒕ The Design of the Writing on the Blackboard
Unit 19 The Merchant of Venice
The Fifth Period
Indirect Speech
1.She said she wished us health and success in the new year.
2.The teacher told Tom to be careful and think before he answered.
3.He asked whether I was sure my mother would come.
4.He asked me what he should do with my mail when I was away.
5.He asked me if/whether the book was open or closed.
6.Jack asked whether he liked music.
7.He said he was not free that night,because he was going to give the students a lecture.
兂Step ⒖ Record after Teaching
篇3：NSEFC2B Unit 17 单じ毙(H毙┌G英语U册毙妆学设计)
Unit 17 Disabilities
⒐.Brief Statements Based on the Unit
This unit mainly tells us the difficulties that the disabled people may face.The text¨Disabled? Not me!〃shows us a middle school studentXZhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please donˇt lose heart.
The teacher should train the studentsˇ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of ¨being stronger,independent and equal to normal people in activities〃.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.
⒑.Teaching Goals
1.Talk about disability.
2.Practise talking about ability and inability.
3.Review Direct and Indirect Objects.
4.Write an argumentative essay.
⒒.Background Information
1.Will Inspired Life
The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.
One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely dieXwhich was for the best,reallyXfor the terrible fire had devastated the lower half of his body.
But the brave boy didnˇt want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.
Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasnˇt in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himselfXand thenXto run.He began to walk to school,then to run to school,to run for the sheer joy of running.Later in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to runXthis determined young man,Dr. Glenn Cunningham,ran the worldˇs fastest mile!
2.Helen Keller
Helen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.
Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including¨The Story of My Life〃(1902).
⒓.Teaching Time:Four periods
The First Period
Teaching Aims:
1.Learn and master the following:
Phrases:deal with,overcome the difficulties
Sentence Patterns:
If you were in a wheelchair,you wouldnˇt be able toK
If I were blind,I would need a/anK
2.Train the studentsˇ listening ability.
3.Improve the studentsˇ speaking ability by describing,talking and discussion.
Teaching Important Points:
1.Train the studentsˇ listening ability.
2.Make the students master the sentence patterns and describe the pictures freely.
Teaching Difficult Point:
How to improve the studentsˇ speaking ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening materials.
2.Individual,pair of group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching Procedures:
兂Step ⒐ Greetings and Lead-in
T:Good morning/afternoon,everyone.
Ss:Good morning/afternoon,Mr/Ms.
T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?
Ss:Yes.(Students may have different answers.)
T:How can you get there?
Ss:We can get toKby bus/by train/on footK
T:Now please look at the screen.
(The teacher shows a picture of a wheelchair on the screen.)
How do you say it in English?
Ss:Wheelchair.
T:What kind of people uses it?
Ss:People with disabilities/who couldnˇt stand up.
T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?
Ss:I can go toKby myself,because thereˇs no step.Itˇs easy for me to get there.
T:Who has different answers?
S1:I can go toKwith the help of my friends.They can carry me up there.
S2:I canˇt go toK,because itˇs high on the top of the hill.What a pity!I can only look at it from far away.
兂Step ⒑ Warming up
T:Today weˇre going to learn Unit 17¨Disabilities〃.(Bb:Unit 17 Disabilities The First Period)
First letˇs look at some words.
(Show the following on the screen)
disability/,㈧IⅪ兊‖㈥IⅣIⅫI/n.鶭
ability/兊‖㈥IⅣIⅫI/n.鶭
sidewalk/‖Ⅺ㈤I㈧@兟儶Ⅲ/n.鶭
escalator/‖㈨ⅪⅢ兊Ⅳ㈨IⅫ兊 (r)/n.鶭
elevator/‖㈨ⅣI㈨IⅫ兊 (r)/n.鶭(=lift)
(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)
T:OK.Now I want you to discuss the first four pictures using the following sentences.
1.Sentence Patterns:
(1)If I were in a wheelchair,I wouldK
(2)If I were blind,I wouldnˇtK
(Write them on the blackboard)
Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?
Ss:Yes.
T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.
(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)
T:Now time is up.Who wants to say first?
S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.
S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as itˇs not flat.
(Or:There are some blocks.)
S3:Picture 3.If I were disabled,I wouldnˇt go to the toilet,for the equipments are not fit for the disabled.
S4:Picture 4.If I were in a wheelchair.I couldnˇt ring in public places,because the public telephone is too high for me to reach.
T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Letˇs see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)
2.(1)deal with
e.g.How shall we deal with the problem?
(2)overcome the difficulties
(After a while,teacher asks some students to talk about the last four pictures.)
T:Now.Any volunteer?
S1:We should provide an entrance suitable for wheelchairs on the ground floor.
S2:We should build a special sidewalk for the blind,and fix some feeling equipment.
S3:We must provide suitable toilets for people with disabilities,fixing two handrails.
S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.
T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.
兂Step ⒒ Listening
T:Now please turn to Page 50.Letˇs do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?
S:Yes.
T:OK.Letˇs begin.
(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)
兂Step ⒓ Speaking
T:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.
(Show the structures on the screen.)
I probably couldnˇtK
Iˇm sure I would be able toK
If IK,I would be able toK
I would need help toK
It would be difficult toK
I would try toK
T:OK.Please begin to discuss them.
(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)
Who can describe Situation 1?
S1:Iˇll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.
S2:Situation 2.If I were deaf,I would not be able to hear other playersˇ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.
I think Iˇm more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.Iˇm sure I would learn English well.
S3:Situation 3.If I were in a wheelchair,Iˇm sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.Iˇm sure I would be able to get there and have a good time.
兂Step ⒔ Summary and Homework
T:In this class,weˇve done some listening and speaking.Weˇve also talked about the situations of the disabled.Of course,weˇve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material¨Disabled?Not me!〃.So much for today.Goodbye,everyone!
兂Step ⒕ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The First Period
1.Sentence Patterns:
(1)If I were in a wheelchair,I wouldK
(2)If I were blind,I wouldnˇtK
2.(1)deal with
e.g.How shall we deal with the problem?
(2)overcome the difficulties
兂Step ⒖ Record after Teaching
篇4：NSEFC2B Unit 16 单じ毙2(H毙┌G英语U册毙妆学设计)
The Second Period
Teaching Aims:
1.Learn and master the following:
deal with,burn down,aim at,in honour of,in vain,proud of,be determined to do,once again
2.Train the studentsˇ reading ability.
3.Help the students learn about the American South.
Teaching Important Points:
1.Improve the studentsˇ reading ability.
2.Master the useful phrases appearing in the reading passage correctly.
Teaching Difficult Points:
1.How to help the students understand the reading material better.
2.How to make the students finish the concerned exercises after reading.
Teaching Methods:
1.Fast-reading to help the students get the general idea of the text.
2.Careful-reading to get some detailed information about the passage.
3.Discussion to help the students finish the concerned exercises.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
兂Step ⒐ Greetings
Greet the whole class as usual.
兂Step ⒑ Revision and Lead-in
T:In the last period,we talked about our hometown.I have felt that everyone loves his/her hometown,but do you know what your hometown looked like 20~30 years ago?
S1:I have ever heard about it from my Dad.
T:Please tell us about your hometown in the past.We are glad to learn about it.
S1:Thirty years ago,my hometown was very poor.People lived a hard life.There was not enough food and clothing.The living conditions were also very bad.At night,they had to light up the oil lamp to give light.There was almost no entertainment for them then.
T:It seems that they did live a hard life.Now we have said ¨Goodbye〃 to the times.Happy life does not come easily,so we should value it.Meanwhile,we shouldnˇt forget the past.
兂Step ⒒ Pre-reading
T:Now,please turn to Page 43 and look at Ex.1 in Prereading.Make a simple timeline of your cities or villages.Make a list of important events and changes and discuss causes and effects in groups of four.While discussing,you may consider the following areas:employment,education,
population,buildings and streets.Five minutes later,Iˇll ask some students to report their answers.Is that clear?
Ss:Yes.
T:OK.You can begin.
(Teacher goes among the students and joins them in their discussion.)
T:(Five minutes later)Are you ready?
Ss:Yes.
T:Whoˇd like to report your result of your discussion?
S2:(The student first shows his timeline to the class and then says the following.)
Kbefore 1945K1945K1958K1978Know
Before the year 1945,our village was very poor.Most people there were illiterate persons.They lived in old and shabby houses.They worked for landlords.In 1945,the village was liberated.They had their own fields and had the right to receive education.In 1958,an agricultural producersˇ cooperative was founded.They built houses made of earth and wood.Their life improved.The population began to grow.The land reform system was carried out in 1978.Some of them began to open up factories and do business.Life was becoming richer and richer.They moved into new houses made of bricks and tiles.Now people there have become much richer.They build villas and buy their own cars.Mud roads have been replaced by cement roads.Their factories are doing well,attracting people from different places.Among the young,college students are becoming more and more.Some of them have returned to the village to work.
T:Well done!What do you think are the reasons for the changes?
S2:The leadership of the Party and the Reform and openning Policy.
T:Quite right.Now letˇs turn our attention to the USA.Yesterday I asked you to surf the Internet to get some information about the history of the USA.Have you finished it?
Ss:Yes.
T:OK.Letˇs do an exercise to see whether youˇve learnt about the history of it.Please look at the screen and put the events in the box in the correct place on the timeline.
(Teacher shows the following on the screen.)
K30 000 years agoK1492K1861K1930sK1960sK
1.The American Civil War
2.The Great Depression
3.The Civil Rights Movements
4.The arrival of native Americans
5.The arrival of European settlers
(Teacher allows the students a few minutes to prepare.Then check their answers with the whole class.)
Suggested answers:
K30 000 years agoK1492K18611K1930sK1960s
4 5 1 2 3
T:Good.Now letˇs learn more about the American south,which is important to the USA.
兂Step ⒓ Reading
T:Now,open your books and turn to Page 43.Letˇs learn the passage about the American South.Before reading,Letˇs learn the new words in this passage.
(Teacher deals with the new words with the whole class.)
T:Please read the passage quickly and then answer the question:Atlanta is a representative of the American South.Why?
(A few minutes later,teacher checks the answer.)
T:Whoˇd like to have a try?One student only needs to find out one point.
S3:Like many of its sister cities in the South,Atlanta was burnt down in the Civil War.When rebuilt,the city had only $1.64.
T:Anything else?
S4:In only five years,most of the city had been rebuilt and Atlanta began to grow.
S5:In Atlanta,Dr. Martin Luther King organised non-violent demonstrations and in the end segregation disappeared.Atlanta was becoming a successful city proud of its cultural diversity.
S6:Modern Atlanta is becoming a booming business centre and the home of the largest and most successful companies in America.
T:Yes,youˇre right.Now,read the passage carefully and finish Ex.1 in Post-reading.After that,Iˇll check your answers.
Suggested answers:
1Xb 2Xc 3Xd 4Xe 5Xa
T:Well.Youˇve understood the text better.Next,please look at the screen and finish the exercise.
(Teacher shows the following on the screen.)
Fill in the blanks with the right phrases.
deal with burn down aim at in honour of in vain proud of
once again be determined to
1.We are______ ______our great socialist motherland.
2.We______ ______ ______fulfil the task.
3.They have learnt to______ ______various problems.
4.Washington,a state in the United States,was named______ ______ ______one of the greatest American presidents.
5.All our work was______ ______.
6.She took exercise every morning,______ ______losing weight.
7.Many houses______ ______ ______in the big fire.
8.Please read the passage______ ______.
Suggested answers:
1.proud of 2.are determined to 3.deal with 4.in honour of 5.in vain 6.aiming at 7.were burnt down 8.once again
兂Step ⒔ Listening and Consolidation
T:OK.Now youˇve been familiar with the passage,so close your books and letˇs listen to the tape.After that,finish the exercise on the screen.
(Teacher shows the following on the screen and turns on the recorder.After listening,teacher gives the students a few minutes to do it and then checks the answers with the whole class.)
The information below is from the reading passage.Read them and decide if they are true or false.Write the letter ¨T〃 if the sentence is true.If it is false,write ¨F〃 and correct the error.
1.( )Ever since the Civil War,the South has struggled to find ways to deal with its troubled past.
2.( )In 1864,when the new mayor of Atlanta started working,the city had a lot of money.
3.( )In 10 years,most of the city had been rebuilt and Atlanta began to grow again.
4.( )After segregation disappeared,Atlanta was becoming a successful city proud of its cultural diversity.
5.( )Atlanta is a representative of the new South,a place where fear and doubt have replaced hope and faith.
6.( )Today,the South is known for its beautiful scenery.
Suggested answers:
1.T
2.F In 1864,when the new mayor of Atlanta started working,the city had only $1.64.
3.F In only five years,most of the city had been rebuilt and Atlanta began to grow again.
4.T
5.F Atlanta is a representative of the new South,a place where hope and faith have replaced fear and doubt.
6.F Today,the South is known for its hospitality.
兂Step ⒕ Post-reading
T:Well,letˇs discuss some questions.Turn to Page 45 and finish Ex.2 in Post-reading by discussing in groups of four.After that,Iˇll ask some of you to report the results.Is that clear?
Ss:Yes.
T:(Several minutes later)Whoˇd like to answer the first question?
S7:K
(The question is similar to the one asked at the beginning,so the answer to it is omitted.)
T:Good.The second one,who can try it?
S8:In the Civil War.Atlanta was destroyed.Rebuilding the city needed a lot of money,but at that time it had only $1.64.During the time the city was being rebuilt,the people of it met with the Depression.In the 1960s,Atlanta saw a series of fierce fights against segregation.
T:Youˇre right.The last question?
S9:K
Suggested answer:
A culturally diverse population
Advantages Disadvantages
They can learn from each other for common progress.Their culture has great vitality. Different cultural background,moral concepts and living habits make them not be able to better understand each other and sometimes even lead to conflicts.
兂Step ⒖ Summary and Homework
T:In this class,weˇve learnt about the history of the USA,especially the American South.Atlanta is a representative of the new South,which is now a booming business centre and the home of some largest and most successful companies in America.Besides,weˇve learnt some useful phrases,such as deal with,burn down,aim at,in honour ofK(Teacher writes them on the Bb.)After class,try to make some sentences with them to consolidate them.At the end,remember to preview the next partXLanguage Study.Thatˇs all for today.See you next time!
Ss:See you next time!
兂Step ⒗ The Design of the Writing on the Blackboard
Unit 16 The United States of America
The Second Period
Useful Expressions:
deal with burn down aim at in honour of in vain proud of be determined to once again
兂Step ⒘ Record after Teaching
篇5：NSEFC2B Unit 13 单じ毙3(H毙┌G英语U册毙妆学设计)
Teaching Aims:
1.Review Modal Verbs.
2.Do 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:
1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2.Individual work or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
兂Step ⒐ 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.
K
T:Well done.Thank you for your performance.
兂Step ⒑ Word Study
T:Now please turn to Page 21.Look at the first part of Word Study.There are some words learnt in the last period,but the letters of these words are in the wrong order.Now 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 students.Finally 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 work.Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words.The first letter has been given and some words can be used more than once.If you need,you can have a discussion with your partner.
(Teacher uses the multimedia to show the following sentences on the screen.)
1.The water molecule is made up of two h_____ atoms and one o_____.
2.Water is a l_____ at room temperature,but it turns into a s_____ when the temperature drops below 0J and into a g_____ when heated above 100J.
3.An a_____ is the smallest part of any living or nonliving thing.
4.Places 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.
5.Soil can a______ water,so it helps keep water from flowing away.
6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.
7.Salt 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:
1.hydrogen,oxygen 2.liquid,solid,gas
3.atom 4.steady,absorb
5.absorb 6.relationship
7.freezing 8.float
兂Step ⒒ Grammar
T:Up to now we have learnt many modal verbs.Who can tell me what they are?
Ss:K
(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 good.Then 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〃.
K
T:Your answers are very good.There is a conclusion about modal verbs on the screen.Letˇs 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 usages.Are you clear about the classification?
Ss:Yes.
T:OK.Now look at the first part in Grammar.Finish the exercises according to the class fication of modal verbs.If you need,you can discuss with your partner.In addition youˇd better make it clear why you choose ABBBC,or D.Are you clear about the requirements?
Ss:Yes.
(Teacher gives students enough time to finish the exercises.Then deals with them with the whole class.)
T:Are you ready?
Ss:Yes.
T:OK.Whoˇd 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 request.Among ABBBC and D,only A can be used to express request.
T:Very good.What 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 necessity.So I think ¨C〃 is right.
T:Well done.Itˇs turn to do the fourth one.Who can try?
S7:Iˇm not sure,but I want to have a try.Is ¨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 donˇt think so.Because ¨must〃 canˇt be used in negative sentences to express guess.
S8:Oh,Iˇm sorry.I forgot it.I see,the correct answer is ¨D〃.
T:Excellent!
K
(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 successfully.Now letˇs go on with the second part.Do you have confidence to finish it?
Ss:Yes.Of course we have.
T:OK.This is a letter from Mary to John.Maybe John met some problems,so Mary wants to write a letter to help him.But Mary doesnˇt know how to use the modal verbs correctly.She wants you to help her finish the letter.Before 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.)
1.Can you tell from the letter what Johnˇs problem is?
2.Do 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:Whoˇd like to answer the first question?
S10:I want to have a try.In my opinion,Johnˇs problem is that his manager suspected him of stealing something at the meat factory.
T:Well done.Do you agree with him?
Ss:Yes.
T:What about the second one?
S11:Iˇd like to answer the question.I donˇt agree to the advice that Mary gives to him.Because 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 didnˇt do it and advise the manager to call in the police to make it clear.
S12:In my opinion,heˇd better try to find out who is the real thief to prove that he didnˇt do anything wrong.
K
T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem.Now you are clear about Johnˇs problem.Itˇs your turn to help Mary finish the letter.Maybe there are more than one answer for some blanks.If you have some difficulties,you can discuss with your partner.Five 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
兂Step ⒓ Summary and Homework
T:Today,weˇve reviewed some new words learnt in this unit.In particular,we have reviewed the usages of modal verbs.After class,do more exercises to master them better.Time is up.Thatˇs all for today.See you tomorrow.
Ss:See you tomorrow.
兂Step ⒔ 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
兂Step ⒕ Record after Teaching
篇6：NSEFC2B Unit 13 单じ毙5(H毙┌G英语U册毙妆学设计)
The Fifth Period
Modal Verbs
Teaching Aims:
1.Review the important usages of modal verbs.
2.Sum 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:
1.Review method to master the important usages of modal verbs.
2.Inductive method and comparative method to master the important and difficult points.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
兂Step ⒐ Greetings
Greet the whole class as usual.
兂Step ⒑ Revision
T:In this unit,we have done some practice about modal verbs.As we know,modal verbs have several points in common which make them quite different from other verbs.Now,please discuss the points in common among modal verbs in groups of four.After 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:
1.Modal 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 didnˇt happen,or that we are not sure whether they happened.
2.Modal verbs have no -s on the third person singular.Questions and negatives are made without ¨do〃.
3.Modal verbs have no infinitives.
4.Modal verbs have no past forms.¨Could〃 and ¨would〃 are used with past meanings in some cases.
5.Modal verbs can be used with perfect infinitive to talk about things which didnˇt happen,or which weˇre not sure about.
兂Step ⒒ Revision of the Important Usages of Modal Verbs
T:Good work.As we all know,modal verbs can be classified into eight groups according to their usages.Today we will review some important usages of modal verbs.Firstly,letˇs review the modal verbs that can be used to express ¨possibility〃.Please 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 possibility.If we want to talk about the actual chances of something happening,or being true,we use ¨could/may/might〃.Besides,¨can〃 is sometimes used to talk about present ¨possibility〃,but only in questions and negative sentences.Is that clear?
Ss:Yes.
T:Now,letˇs do some exercises to master them better.Look 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.
1.Would you like to answer the phone?It ______ be your sister.
2.The part of the country ______ be very warm in September.
3.______ it be Lily?
4.It ______(not) be true.
5.You ______ be right.
Suggested answers:
1.could/may/might 2.can 3.Can 4.canˇt 5.may/might/could
T:Besides ¨possibility〃,can/could/may/might are also used to express ¨permission〃.Yes?
Ss:Yes.But we are not sure about how to use them.
T:It doesnˇt 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 style.They often suggest respect.¨Might〃 is more hesitant and is not very common.Besides,when we give permission,we usually use ¨can〃 and ¨may〃,but not ¨could〃 and ¨might〃.When we report permission,¨may〃 is not usually used.Are you clear about it?
Ss:Yes.
T:Then try to finish the following exercises,please.
(Teacher shows the exercises on the screen.)
1.X______I use your phone?
XYes,of course.You ______.
2.______ you come into the meeting room without showing a passport?
3.Mary said that I ______ borrow her car.
Suggested answers:
1.Can/Could/May/Might;can/may
2.Can
3.might/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〃.They are very important.
T:Yes,I agree with you.We can use ¨must/have to/have got to/need〃 to express ¨necessity〃.But about how to use them,I want you to review them by understanding the following sentences by yourselves.Look at the sentences on the screen.
(Teacher shows the sentences on the screen,and then asks some questions.)
1.I really must study hard.
2.You must be here by 3 oˇclock.
3.You have (got) to go and see the manager.
4.You neednˇt work on Sundays.
T:From the sentences,who can tell me the difference between ¨must〃 and ¨have to〃?
S1:I want to have a try.When ¨must〃 is used,the necessity comes from the speaker.If 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,¨donˇt need to〃,¨neednˇt〃 or ¨donˇt have to〃 is used to say that there is ¨no necessity〃.
T:Please give me an example.OK?
S2:I know the reason why you were late.You neednˇt try to explain.
T:Thank you.In addition,I want to tell you ¨have got to〃 is used instead of ¨have to〃 in informal English.Is that clear?
Ss:Yeah.
T:Now look at the blackboard.(Write the following on the blackboard.)
1.It must have rained last night,for the ground is wet.
2.You canˇt have seen him yesterday,for he is still in Australia.
3.You could have told me he was coming.
4.She is very late.She may have missed the bus.
T:These sentences have something in common.Who can tell me what it is?
Ss:The modal verbs in these sentences are used together with perfect infinitives.
T:Very good.Then letˇs 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 meaning.It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?
Ss:Yes.Thank you.
T:Now letˇs do some exercises to consolidate the usage of the structure.
1.I told Sally how to get there,but perhaps I ______for her.
A.had to write it out
B.must be have written it out
C.should have written it out
D.ought to write it out
2.You didnˇt let me drive.If we ______ in turn,you ______ so tired.
A.drove;didnˇt get
B.drove;wouldnˇt get
C.were driving;wouldnˇt get
D.had driven;wouldnˇt have got
3.XI want to know why she is late.
XShe ______ the early bus.
A.could miss
B.can have missed
C.may have missed
D.might miss
4.XI stayed at a hotel in New York.
XOh,did you?You ______ with Barbara.
A.could have stayed
B.could stay
C.would stay
D.must have stayed
5.The light is still on.He ______ to turn it off when he ______ the room.
A.may forget;leave
B.must have forgotten;left
C.may forget;have left
D.could 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,itˇs turn to review modal verbs expressing ¨advice〃.Whoˇd 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:Yes.In most cases,both ¨should〃 and ¨ought to〃 can be used with more or less the same meaning.However,there is a very slight difference.When 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 regulations.Are 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 donˇt agree with any of the candidates.
T:Well done.What about ¨should〃?
S6:Let me try.You should see ¨Hero〃Xitˇs a great film.
T:Thank you for your good performance.Do you know how to use ¨had better〃?
Ss:Yes.When we use ¨had better〃,we donˇt usually mean that the action recommended would be better than another one.We simply mean that he/she ought to do it.
T:Please make up a sentence using ¨had better〃.
S7:Youˇd better hurry up,if you want to get to the factory on time.
T:Good example!
兂Step ⒓ 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 infinitives.They are all very important.After class,try to do more exercises to master them better.Thatˇs all for today.See you tomorrow.
Ss:See you tomorrow.
兂Step ⒔ The Design of the Writing on the Blackboard
Unit 13 The water planet
The Fifth Period
Modal Verbs
1.It must have rained last night,for the ground is wet.
2.You canˇt have seen her yesterday,for she is still in Australia.
3.You could have told me he was coming.
4.She is very late.She may have missed the bus.
兂Step ⒕ Record after Teaching
★NSEFC2B Unit 13 单じ毙2(H毙┌G英语U册毙妆学设计)
★NSEFC2B Unit 16 单じ毙2(H毙┌G英语U册毙妆学设计)
文档为doc格式