牛津译林版（2019）必修第二册语牛津译林版（2020）必修第二册Unit 4 Exploring literature Reading 学案-

Unit
4
Exploring
literature
Grammar
and
usage
I.
Learning
objectives
By
the
end
of
the
lesson,
students
will
be
able
to:
1.
understand
different
types
of
modal
verbs;
2.
know
how
to
use
modal
verbs
in
new
conditions.
II.
Key
competence
focus
1.
Fully
understand
the
usage
of
modal
verbs.
`
2.
Use
modal
verbs
in
real
conditions.
III.
Predicted
area
of
difficulty
Use
modal
verbs
properly
in
real
situations.
IV.
Teaching
procedures
Step
1
Lead-in
1.
T
shows
Ss
a
famous
quote
from
Francis
Bacon.
2.
T
asks
Ss
to
have
a
free
talk
on
how
we
can
choose
good
books.
【设计意图：整个导入环节紧扣单元话题，由培根的名言引入，激发学生的热情和好奇心。同时利用问题和答案导出“如何选择好书”这一话题，为后文的阅读做准备。】
Step
2
Exploring
the
rules
T
asks
Ss
to
read
a
website
article
about
how
to
choose
books
to
find
the
sentences
that
use
modal
verbs
and
fill
in
the
table
below
the
article.
Step
3
Working
out
the
rules
T
asks
Ss
to
work
out
the
rules
of
modal
verbs.
?
Modal
verbs
can
express
ability
or
necessity.
They
can
also
make
suggestion
or
describe
the
probability
of
an
event.
The
same
modal
verb
can
have
different
functions.
?
Modal
verbs
can
be
followed
by
a,
d,
e,
f.
a.
do
(the
base
form)
b.
doing
(the
verb-ing
form)
c.
did
(the
past
form)
d.
be
done
(the
passive
voice)
e.
be
doing
(the
continuous
form)
f.
have
done
(the
perfect
form)
【设计意图：上面两个环节旨在引导学生掌握情态动词的用法。采用发现式语法教学法，通过让学生阅读关于如何选择好书的文章，找出包含情态动词的句子，然后通过对比观察，归纳出情态动词的类型和功能。】
Step
4
Exploring
more
about
the
rules
1.
Explore
the
rules
of
can
and
be
able
to.
(1)
T
asks
Ss
to
look
at
some
sentences
and
see
how
can
and
be
able
to
express
ability
in
these
sentences.
?
Can
you
run
1,500
metres
in
five
minutes?
?
Even
a
small
personal
computer
can
store
vast
amounts
of
information.
?
Are
you
able
to
run
1,500
metres
in
five
minutes?
?
Will
you
be
able
to
speak
English
fluently
in
five
years?
?
Jim
could/couldn’t
run
fast
when
he
was
young.
?
He
was
able
to
drive
when
he
was
a
student.
(1)
T
asks
Ss
to
work
out
the
rules
of
can
and
be
able
to.
?
We
can
use
can
and
is/am/are
able
to
to
express
ability
at
present.
?
We
can
use
will/shall
be
able
to
to
express
ability
in
the
future.
?
We
can
use
could
and
was/were
able
to
to
express
ability
in
the
past.
1.
Explore
the
rules
of
must
and
have
to.
(1)
T
asks
Ss
to
look
at
some
sentences
and
see
how
must
and
have
to
express
necessity
in
these
sentences.
?
I
must
book
a
hotel
for
my
trip
next
week.
?
We
have
to
wear
a
uniform
at
work.
?
—
Must
we
finish
our
work
today?
—
Yes,
you
must
finish
it
as
quickly
as
possible.
(—
No,
you
don’t
have
to.
/
No,
you
needn’t.)
?
Must
you
play
the
piano
at
such
a
late
time?
It’s
midnight.
?
Must
you
spoil
everything?
?
Why
must
you
always
be
so
suspicious?
(1)
T
asks
Ss
to
work
out
the
rules
of
must
and
have
to.
?
We
use
must
when
we
decide
that
something
is
necessary;
we
use
have
to
when
somebody
else
other
than
us
has
made
the
decision.
?
To
answer
a
question
introduced
by
must,
we
use
must
for
a
positive
answer,
and
don’t
have
to/needn’t
for
a
negative
answer.
?
Must
can
be
used
in
questions
to
tell
someone
that
their
behaviour
makes
us
upset
or
annoyed.
Step
5
Applying
the
rules
1.
Apply
the
rules
in
sentences.
(1)
T
asks
Ss
to
finish
exercise
B1
on
page
49
of
the
textbook.
(2)
T
asks
Ss
to
choose
proper
modal
verbs
and
use
the
proper
forms
to
complete
some
sentences.
(3)
T
asks
Ss
to
translate
some
sentences
into
English.
2.
Apply
the
rules
in
discourses.
(1)
T
asks
Ss
to
finish
exercise
B2
on
page
49
of
the
textbook.
(2)
T
asks
Ss
to
fill
in
the
blanks
to
complete
the
passage.
【设计意图：此环节结合单元话题，着重输出，通过设置不同形式的训练，引导学生对已学语法加以运用，促进其理解。】
3.
Apply
the
rules
in
real
situations.
T
asks
Ss
to
work
in
pairs
and
make
rules
for
the
school
library
using
modal
verbs.
(1)
T
shows
Ss
two
examples.
(1)
T
asks
Ss
to
write
down
their
own
sentences.
(1)
T
offers
Ss
a
sample
for
their
reference.
【设计意图：通过设置真实情境，提高学生的兴趣和参与度，体现语法在真实语境中的运用，真正达到语言输出的目的。】
V.
Homework
1.
Finish
exercise
C
on
page
76
of
the
textbook.
2.
Write
a
notice
for
the
school
library,
using
the
sentences
you
have
written
in
class.
【设计意图：家庭作业一方面回归教材，让学生完成教材上的练习，以达到巩固的目的，另一方面将给图书馆制定规则的课堂活动组织成一篇通告，以达到交际目的。】