教案精选：高中英语《youmusthavebeen…》教学设计 7页

教案精选：高中英语《youmusthavebeen..J教学设计教案精选：高中英语《youmusthavebeen…》教学设计lessonobjectives:1・guidestudentstolearnabouttheusageofauxiliariesusedinidentifying・2.makesurethatstudentscanmakedialogueswiththefollowingpatterns:youmusthavebeen..・/shecan'thavebeen.・・/shemay/mighthavedone.・・/youmighthavedone.../hecouldn'thavedone•…etc.3・trainstudents5abilityofobservingthings,anddescribingacertainsituationindetail.teachingaids:amulti-mediacomputer,arecorder,wordcards,etc.teachingprocedure:step1・preparation1・revisiondoawordgametoreviewthewordsinunit21andinthisway,lead\ninsomewordsinthislessonsoastoseewhetherthestudentshavepreviewedthesenewwords.directions:askonestudenttocometothefront,lethim/herexplainthemeaningofthewordorphraseonthewordcardshownbytheteacher,buttheotherstudentscan'tseethewordcard・theymayguessitthroughhis/herexplanation,(he/shecanexplainthewordinlanguage,throughgesturesorbodylanguages,buthecouldn5tincludeanypartofthewordorphrase).wordsorphrasesshownonthecards:wedding,generation,hammer,iron,hero,note,memory,familiar,single,tale,servant,revolutionary.2・presentationaskthestudentstolistsomerevolutions,teachercanask:doyouknowanyrevolutionariesorwarsintheworldhistory?(yes.)canyounamesomeofthem?thessmayoffertheanswerslike:theanti-japanesewar,theamericanrevolution,theamericancivilwar,thefrenchrevolutionandeventheindustrialrevolution.thenteacherdirectsthesstosaysomethingaboutthefrenchrevolution.whendiditbreakout?(in1789.)whatwasthecauseoftherevolution?(somepeasantsandoppressedpeopleranintothebastille.)didtheywintherevolution?(notexactly,butshookthe\nfoundationofthemonarchy君主政权,alsoshowedthestrengthofthenewlybornbourgeoisie新兴资产阶级•)itdoesiftmatterifthesscannotgiveproperanswerstoallthequestions・teachermaygivethemafewminutesfordiscussion,sothattheycantalkaboutit.teacher^sconclusion:yousee,notalltherevolutioncanwinintheend,butitmusthavesomeeffectontheworld・sowasthefrenchrevolution.andanenglishnovelistwroteastoryaboutthisfamousevent、doyouknowthenovelistandthenameofthebook?(charlesdickens,ataleoftwocities.)teachermaycontinue:yes,thedialoguewearegoingtoreadjusthappenedatsuchatime,itwasbetweenarevolutionaryandhisfriend.step2・thebodyofthelesson1・listeninggetthesstolookatthepictureonthepage55,sb,andsay:watchcarefullyandtellmewhatyoucanseeinthepicture,(acastle,afarmeronacart,twosoldiers...therearetwofeetonthecart.)whatdoyouthinkwashappening?(theymustbethefeetoftherevolutionary./hemightbefoundbythesoldiers./hemustbeinthecarthidingfromthesoldiers,andhemustsucceed...)\nthenletthesslistentothetapewithtwoquestions:didtherevolutionarygetintothecastle?(yes,hedid.)/whatdidhedothen?(heaskedaservanttohelphimandtheysetfiretothecastle.)2.drillgetthesstoreadthedialogueinpairs.whilethessarepractising,theteachershouldwalkaroundandcorrecttheirpronunciationasnecessary.thenasksomepairstopresentthedialoguetotheclass・3・comprehension1)letthessreadthedialoguecarefullyagain,andtrytofindsomemoredetailedquestionstoaskinpairs・possiblequestionsandanswers:(1)howdidbgotintothecastle?(hehidinafarmer^cartwhichwastakingvegetablesintothecastle.)(2)whatdidtheservantdowhenhewaswaitingbythekitchendoor?(sheopenedthedoortofetchsomewood.)(3)whydidn'ttheservantcallforhelp?(shewasbrave;sheunderstoodwhatbwastalkingaboutandsheknewthattherichweretheenemiesofthepeopleof\nfrance.)1)wordformation:checkthenounformofeachadj.(ex.iiinab)revolutionaryadj.&n.——n.madadj.——n.braveadj.——n.crueladj.——n.answer:revolution,madness,bravery,cruelty2)dealwiththegrammar:auxiliariesusedinidentifying.askthesstomakesentencesaccordingtothefollowingpictureswiththeabovepatterns,(ex.iiiinab)examples:picture1:hemighthavecaughtabadcold.picture2:hecouldrfthavefoundanylettersinthemailbox.picture3:hecouldn^thavefoundtherightwaythere.picture4:hemusthavebeendrawingpictures.step3・consolidation1・practice1)matchthetwopartstomakethesentencesacceptable・(ex.ivinab)(1)iwasstillworkingintheofficeatteno'clocklastSundayevening.\n(1)ittookmetwohourstogetthere.(2)iphonedhimmanytimesyesterday,buticouldn5tgetthrough.(3)sherefusedtotellmehernameandaddress・(4)hewascaughtbytheenemy,butlaterheescapedfromtheprison.(5)shesaidnothingtomewhensheleft.a.youmusthavegonetothewrongway.b・shemusthavebeenaveiycarefulwoman.c.hemusthavebeenverylucky.d・youmusthavebeenverybusy・e・youmighthavegotthewrongnumber.f・shemusthavebeenunhappywithyou.answers:(1)——d(2)——a(3)——e(4)——b(5)——c(6)f2)askthesstolistentothedialogueagainandfillintheblanks,(ex・vinab)thisisastoryaboutwhatarevolutionarydidin1789frenchrevolution,onemorninghegotintoacastlebyinafarmer，scart.asitwasnotyetlight,itwaseasyforhimtostay.thenhebythekitchendoortilla\nservanttosomewood・themantoherandhertolethimin.sheabravewoman.shethattherevolutionwasforthepoorandthatthemanwasnotanenemyofhers・thenshehimlightafirethatformanymiles.answers:hiding/hidden/waited/came/fetch/spoke/persuaded/was/knew/helped/couldbeseen2.developmentaskthesstomakeupadialoguebetweentherevolutionaryandtheservant/hisfriend.theycanusetheirimagination,(ex・viinab)tasks:studenta:theservantorfriend・askaboutthesituationindetail,trytousethefollowingexpressionsasmanyaspossible:must/couldn't/mighthavebeen/done/beendoing…studentb:therevolutionary.trytoimagineotherwaysyoumanagedtogetintothecastle・homeworkwriteareportaboutthedialogueyoumadeupabove・