Module 5 Rules and suggestions（通用2篇）
Module 5 Rules and suggestions 篇1
unit 1 you must keep to the path
i. teaching material analyzing 教材分析
本課以“rules and suggestions”為話題，以 “mr. jackson告訴人們爬長城時應該注意的一些事項為主題，通過聽、讀、說訓練，要求學生重點掌握規則和建議的表達方法。通過本課的學習，學生將重點掌握情態動詞的用法，并能運用所學知識說一些應注意的規則和提一些建議。
activity 1要求學生看中國的長城圖，給來參觀的游客說一些規則，提一些建議。
activity 2要求學生聽錄音，利用所給詞匯回答問題，并通過再次聽錄音檢查答案，從而為activity 3 的對話作準備。
activity 3聽讀一段mr. jackson給大家介紹一些規則和提建議的對話，在讓學生了解爬長城應注意事項的同時，學習一些關于說規則、提建議的句式。
activity 4根據對話內容選擇最佳答案。
activity 5要求學生就mr. jackson提的規則和建議做一個筆記。
ii. teaching goals教學目標
skill focus
聽
listen to the dialogue about the rules and suggestions to the great wall.
說
talk about the rules and suggestions when making a trip
讀
read the dialogue about the rules and suggestions to the great wall.
寫
write about rules and suggestions to protect our environment
language goals
語言目標
1.重點詞匯
rule, suggestion, rope, stream, clear, starving
2.短語
keep...to, lead the way
3.everyday english
i’m starving! i think that’s all.
ability goals
能力目標
enable the students to talk about the rules and advice using model verbs.
learning ability goals 學能目標
help the students learn how to talk about the rules and advice using model verbs.
teaching methods 教學方法
listening and speaking. individual, pair or group work.
teaching important/difficult points教學重難點
1. master the new phrases and sentence pattern
2. make the students be able to talk about rules and suggestion
teaching aids
教具準備
a tape recorder, a projector and a blackboard
ⅲ. teaching procedures and ways 教學過程與方式
step i revision
revise the new words and some phrases by reading together.
step ii warming up and lead-in
talking about some of the school rules the students are obeying. let the students pre-know what are rules and the pattern of saying rules included must, mustn’t, should, shouldn’t etc.
step iii look and say
show the students a picture of the great wall. have the students think and give some rules and advice to the visitor.
step ⅳ listen and answer
read the words in the box first. listen to the tape to get the general idea. then listen again and try to get the answers. check the answers with the students.
step ⅴ listen and read
1. listen to the tape for the first time with the books open.
2. listen and repeat after the tape. pay special attention to the rules and suggestions mr. jackson gave them.
3. read after the teacher. analyze the dialogue. teach the language points and useful expressions.
4. choose the best answers in activity 4. ask a couple of students to show off their answers.
5. let the students find out the rules and suggestions mr. jackson gave them in the dialogue, try to finish the blank in activity 5. check with the students.
step ⅵ pairs work
work in pairs. discuss what rules and suggestions we should obey to protect our environment. write down their answers. ask pairs to show out their answers.
step ⅶ summary
read the new words , phrases and useful expressions and the pattern of rules.
step ⅷ homework
1. read the dialogue
2. write some rules or suggestions if you are watching a film in the cinema.
teaching resources 教學資源庫
ⅰ. 情態動詞
情態動詞有can (could), may (might), must, have to, shall (should, will (would), dare (dared), need (needed), ought to等。 情態動詞無人稱和數的變化；不能單獨使用，必須與其后的動詞原形構成謂語。
1. can, could
1) 表示能力（體力、知識、技能）。 例如：
can you lift this heavy box?（體力）
mary can speak three languages.（知識）
can you skate?（技能）
此時可用be able to代替。can只有一般現在時和一般過去式；而be able to
則有更多的時態。例如：
i’ll not be able to come this afternoon. （一般將來時）
當表示“經過努力才得以做成功某事”時應用be able to，不能用can。如：
he was able to go to the party yesterday evening in spite of the heavy rain.
2) 表示請求和允許。 例如：
-----can i go now?
-----yes, you can. / no, you can’t.
此時可與may互換。在疑問句中還可用could, might代替，但could, might 并不表示過去式，只是語氣更委婉。它們不能用于肯定句和答語中。 例如：
---- could i come to see you tomorrow?
---- yes, you can. (no, i’m afraid not.)
3) 表示客觀可能性（客觀原因形成的能力）。例如：
they’ve changed the timetable, so we can go by bus instead.
this hall can hold 500 people at least.
4) 表示推測（驚訝、懷疑、不相信的態度），用于疑問句、否定句和感嘆句中。
can this be true?
this can’t be done by him.
how can this be true?
2. may, might
1) 表示請求和允許。might比 may語氣更委婉，而不是過去式。否定回答時可用can’t 或mustn’t，表示“不可以，禁止”。 例如：
----might/ may i smoke in this room?
---- no, you mustn’t.
---- may/might i take this book out of the room?
---- yes, you can. (no, you can’t / mustn’t. )
用may i...？征徇對方許可時比較正式和客氣，而用can i...？在口語中更常見。
2）用于祈使句，表示祝愿。 例如：
may you succeed!
3) 表示推測、可能性（不用于疑問句）。might不是過去式，它所表示的可能性比may小。 例如：
he may /might be very busy now.
your mother may /might not know the truth.
3. must, have to
1) 表示必須、必要。例如：
you must come in time.
在回答引出的問句時，如果是否定的，不能用mustn’t（禁止，不準），而用needn’t, don’t have to（不必）。例如：
---- must we hand in our exercise books today?
---- yes, you must.
---- no, you don’t have to / you needn’t.
2) must是說話人的主觀看法，而have to則強調客觀需要。must只有一般現在時，have to 有更多的時態形式。 例如：
his play isn’t interesting, i really must go now.
i had to work when i was your age.
3) 表示推測、可能性（只用于肯定的陳述句）例如：
you’re tom’s good friend, so you must know what he likes best.
your mother must be waiting for you now.
4. dare, need
1) dare作情態動詞用時, 常用于疑問句、否定句和條件從句中, 過去式形式為
dared。例如：
how dare you say i’m unfair?
he daren’t speak english before such a crowd, dare he?
if we dared not go there that day, we couldn’t get the beautiful flowers.
2) need 作情態動詞用時, 常用于疑問句、否定句。在肯定句中一般用must, have to, ought to, should代替。 例如：
you needn’t come so early.
---- need i finish the work today?
---- yes, you must. / no, you needn’t.
3) dare和 need作實義動詞用時， 有人稱、時態和數的變化。在肯定句中，dare后面常接帶to的不定式。在疑問句和否定句中，dare后面可接帶to或不帶to的不定式。而need后面只能接帶to的不定式。 例如：
i dare to swim across this river.
he doesn’t dare (to) answer.
he needs to finish his homework today.
5. shall, should
1) shall 用于第一人稱，征求對方的意見。 例如：
what shall we do this evening?
2) shall 用于第二、三人稱，表示說話人給對方的命令、警告、允諾或威脅。
you shall fail if you don’t work hard. (警告)
he shall have the book when i finish it.(允諾)
he shall be punished.(威脅)
6. will, would
1) 表示請求、建議等，would更委婉。例如：
will / would you pass me the ball, please?
2) 表示意志、愿望和決心。例如：
i will never do that again.
they asked him if he would go abroad.
3) would表示過去反復發生的動作或某種傾向。would表示過去習慣時比used
to正式，且沒有“現已無此習慣”的含義。例如：
during the vacation, he would visit me every other day.
the wound would not heal.
7. should, ought to
1) should, ought to表示“應該”，ought to表示義務或責任，比should語氣重。
i should help her because she is in trouble.
you ought to take care of the baby.
2) 表示勸告、建議和命令。should, ought to可通用，但在疑問句中常用should。
you should / ought to go to class right away.
should i open the window?
3) 表示推測
should , ought to (客觀推測), must(主觀推測)。
he must be home by now. (斷定他已到家)
he ought to/should be home by now.(不太肯定)
this is where the oil must be. (直爽)
this is where the oil ought to/should be. (含蓄)
Module 5 Rules and suggestions 篇2
unit 2 you mustn’t move.
課題
module 5 unit 2 you mustn’t move
課型
reading and writing
第 2 課時
教學
目標
知識目標to get information from the reading material about the eventto learn more expressions and new vocabulary
能力目標to write some rules and suggestions about sth.
情感目標提高文化素質和環保意識
內容
分析
重 點key vocabulary and some useful expressions.
難 點the usage of “must/have to/should/can/may/ought”.
教法學法
top-down approach
教具
學具 multimedia
教學程序
教材處理
師生活動
時間step 1: have a dictationstep 2: lead to the new point.step 3: look and talkactivity 1step 4: (activity3)fast reading ,then choose the best answer.step 5: read the passage carefullystep6:homework for todayrecite all the phrases and important sentences in the first three paragraphs.《中華一題》get the students to go over the set phrases . let them write the useful expressions down and then the teacher shows the answers.t: please look at these three pictures .t asks: “ what are they doing?”students answer: “ they are camping.”t says: “ yes, they are camping. do you like camping?”students answer: “yes.”t says, “me, too. but i am afraid of something dangerous in the forest. such as bears, tigers and so on.now today let’s see what happened to the students in the story?look at the picture and answer1.what do you think the bear is doing?2.what do you think the people in the tent should do ?get the students to talk about it ,and then tell it to the class.get the students to read the passage as quickly as they can ,then do activity 3.after 5 minutes, ask one student to show his answers. then the teacher shows the right answers.please read the passage one by one paragraph( paragraphs 1—3)there are three tasks for the students.1. get the students to read it.2. get the students to translate it.3. get the students to find out the importances.at first, the teacher will ask one student to read it.then , t asks, “ which sentence can’t you understand, please ask me.”finally, get the students to show the importances to the calss. and the teacher will explain some important points to the students ,after that, if they have any question, they can ask the teacher to help them.
教學后記課時備課表（教案）
課題
module 5 unit 2 you mustn’t move
課型
reading and writing
第 3 課時
教學
目標
知識目標to get information from the reading material about the eventto learn more expressions and new vocabulary
能力目標to write some rules and suggestions about sth.
情感目標提高文化素質和環保意識
內容
分析
重 點key vocabulary and some useful expressions.
難 點the usage of “must/have to/should/can/may/ought”.
教法學法
top-down approach
教具
學具 multimedia
教學程序
教材處理
師生活動
時間step 1: have a dictationstep 2: go on learning the passage.step 3: answer the questions in activity 2..step 4: homework for todayrecite all the phrases and important sentences in this module.《中華一題》get the students to go over the set phrases in unit 2 . let them write the useful expressions down and then the teacher shows the answers.please read the passage one by one paragraph( paragraphs 4-5)there are three tasks for the students.4. get the students to read it.5. get the students to translate it.6. get the students to find out the importances.at first, the teacher will ask one student to read it.then , t asks, “ which sentence can’t you understand, please ask me.”finally, get the students to show the importances to the calss. and the teacher will explain some important points to the students ,after that, if they have any question, they can ask the teacher to help them.get the students to do it first.then ask five students to answer these questions.at last, show the right answers to the students.
教學后記