第一篇：2011高一英語教案：Unit 1 Friendship 教案(新人教版必修一)

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2011高一英語教案：Unit 1 Friendship 教案(新人教版必修一)

一、學(xué)習(xí)要點(diǎn)

【單元話題】

談?wù)撆笥押陀颜x

【交際用語】

學(xué)會(huì)描述朋友：

§ Ann is a tall, thin girl.She has got a long face, blue eyes and an upturned nose.She wears her long blond hair loose.She is often casually dressed in a T-shirt and jeans.§ John is a tall thin man with large blue eyes and full lips.§ Mary likes reading and watching old films.She also enjoys going to parties, but she never stays out late.【語法】

掌握直接/間接引語的用法:

“I broke your CD player.”

He told me that he had broken my CD player.“ Are you sure you didn’t do anything to this?”

He asked if I was sure that I hadn’t done anything to that.“A friend in need is a friend indeed,” mother said to me.Mother told me that a friend in need is a friend indeed.【寫作】

學(xué)會(huì)寫電子郵件，向新朋友介紹自己。

【詞匯與短語】

§ be fond of

§ argue with

§ in order to

§ hunt for

§ care about

§ treat …as

二、難點(diǎn)解析

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１． crash vi.to(cause to)have a violent and noisy accident 使突然發(fā)生意外

eg.One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.The car crashed on the bend(轉(zhuǎn)彎處),killing its driver and two passengers.vt.猛撞

eg.Yesterday he drank a lot and he crashed his car into a bridge.n.車禍

eg.All the passengers were killed in the car crash.He survived although others died in the air crash.2.survive vi.存下來，沒死掉

eg.He is the only man who survived after the accident.These plants won’t survive without sun.vt.存留下來，幸存

eg.She survived the earthquake.Did anyone survive the earthquake?

3.desert vt.遺棄，離棄

eg.He is so selfish that all his friends have deserted him.Many people hurriedly deserted the city before the war broke out.He deserted his family.4.develop 發(fā)展，形成，培養(yǎng)

eg.In order to survive, Chuck developed a friendship with an unusual friend.He developed an interest in science.沖洗膠卷

eg.He developed the photos which he had taken.5.share 1)分享，分擔(dān)

eg.Chuck learns that we need friends to share happiness and sorrow.We are friends.We should share joys and sorrows.I will share the cost with you.分擔(dān)這筆費(fèi)用

2）合用

eg.We share a small room between us.May I share your umbrella?

3)共同具有，有同樣的

eg.She and Mary shared the same tastes and interests.Tom is the only person who shares my opinion.4)n.分得的一份

eg.This is my share of this apple pie.Tom, you’ve had more than your share of this apple pie.歡迎廣大教師踴躍來稿，稿酬豐厚。004km.cn 高考資源網(wǎng)（004km.cn），您身邊的高考專家

5)n.應(yīng)分擔(dān)或承受的一份（一般用于單數(shù)）

eg.We each paid our share of the bill for the meal.6.hunt for 找尋

eg.I have been hunting for you everywhere.I have found the book I was hunting for.7.treat 1)對(duì)待

eg.They treated me with respect.He treated his friends well.treat… as

eg.They treated my request as a joke.2)治療

eg.The dentist is treating my tooth.3)招待（吃某物，請(qǐng)客)

eg.I will treat you all.I think you might treat me to an ice-cream.8．should have done 本應(yīng)做而沒做

eg.I should have studied hard.(In fact, I didn’t)

I should have helped you with your English, but I was terribly busy then.shouldn’t have done 不該做而做了

eg.I shouldn’t have told her the truth.(In fact, I did.)三．練習(xí)檢測

I.單項(xiàng)填空

1.Could you tell me ________ the gold ring?

A.where Alice had put B.where had Alice put

C.where Alice has put D.where has Alice put

2.--Do you remember ________ he came?

--Yes, I do, he came by car.A.how B.when C.that D.if

3.First you must tell me ________.A.what is the size of the room B.how big the size the room is

C.how big the room is D.what size room is it

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4.I didn’t know what ________.A.was the matter B.is the matter C.the matter was D.the matter is

5.--I wonder if I could use your telephone?

--________.A.I wonder how B.I don’t wonder

C.Sorry, it’s out of order D.No wonder, here it is

6.I have grown very _______ my car and we are like old friends now.A.hunt for B.argue with C.fond of D.care about

7.My parents were a great _______ to me when I lost my job.A.support B.challenge C.interest D.hope

8.It’s Joe’s birthday today.He ______ his cake with his parents and friends at the moment.A.cut B.is describing C.is sharing D.was solving

9.-----What do you think of your college life?

----Tired!_____ win the scholarship, I have made a full schedule for study.A.So as to B.In order that C.So that D.In order to

10.Please don’t _____ what people think once you think your final decision is right.A.care for B.care about C.care to do D.take care of

II.詞匯練習(xí)

A.Fill in the blanks with the proper words:

helpful, selfish, patient, brave, polite

1.Lifeguards have to be _____ ___ as they often find themselves in dangerous situations.2.A shop assistant has to be ____ _____ even when dealing with a rude customers.3.Mary is very ___ ______;when I have a lot of work to do, she always lends a hand.4.Teachers need to be very _ __________ as students sometimes take a long time to learn things.5.Tom is quite a ____ ____ child;he seldom shares his toys with his friends.B.Pick out the word that doesn’t belong with the other three in each group:

()1.A.scared B.loyal C.wise D.smart

()2.A.imagine B.survive C.express D.deserted

()3.A.parachute B.quality C.compass D.hammer 歡迎廣大教師踴躍來稿，稿酬豐厚。004km.cn 高考資源網(wǎng)（004km.cn），您身邊的高考專家

()4.A.gender B.interest C.friendship D.manager

()5.A.unusual B.especially C.fond D.wise

四．答案

I.單選填空

1.A 2.A 3.C 4.A 5.C 6.C 7.A 8.C 9.D 10.B

解析:

6.grow fond of 相當(dāng)于be fond of 但它更側(cè)重漸進(jìn)的過程

9.in order to 放句首，表目的。

10．care about 在乎，在意

II.詞匯練習(xí)

A.1.brave（勇敢）2.polite（有禮貌）3.helpful（助人的）4.patient（耐心的）5.selfish（自私的）

B.1.A scared 2.D deserted 3.B quality 4.D manager 5.B especially

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第二篇：高一必修一英語教案范文

學(xué)英語最重要的還是培養(yǎng)興趣，不求甚解的背誦，當(dāng)然還有日復(fù)一日的堅(jiān)持和積累。以下是高一必修一英語教案，歡迎閱讀。

Step I.Revision

Check the homework with the whole class.Step II.Warming up

Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

S1: The sound of wind that blew in a winter night when I was very young.It sounded like a ghost who was howling.I was very frightened at that time.S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife.Perhaps, they broke their TV set.T: That’s too terrible.S3: The noise when planes take off.S4: The sound of trains.T: Good!I agree that all of them are big sound.But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

Ss: No, we have no chance to hear that.T: If there is a sound like this, what is it?

S5: When someone hears something unexpected and terrible.For example, when one of his loved families dies, he will feel this sound.T: Terrific!You are using a literary way to express the sound.S6: When an earthquake happens.T: Great!I have waited for this answer for a long time.Today we’ll learn something about earthquakes.I think most of us have heard of earthquakes.Can you imagine how terrible it is ?

S7: The earth is shaking.All the buildings will fall down.S8: Many people will die.And perhaps many children will lose their parents.T: Yeah, earthquakes are disasters to everybody.Now look at the two pictures of Tangshan and San Francisco.Can you describe what you see in the pictures?

S1: Tangshan is a beautiful city.It has beautiful gardens, broad roads and some tall buildings.S2: From the picture of San Francisco,I can see that it is a very big city.There are many tall buildings thickly standing on the earth.I think the population of the city is very large.T: Good!What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it.Then I’ll ask so me of you to show your opinion.Step III.Pre-reading

There are two questions in this part.Both are very interesting.The first one c

an more or less reveal the students’ values;while the second one can enlarge their imagination.No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, let’s look at the pictures.What are the predictions of an earthquake?

S1: Before an earthquake animals will become nervous.Cows, pigs, horses and dogs will be upset.And people can see mice running about.If the earthquake happens during winter, people can even see snakes.T: Terrific!Where did you get this knowledge?

S1: From geography.I like it.T: good.Sit down please.S2: Madam, I don’t know the meaning of the picture with two women.T: It doesn’t matter.You will know it soon after reading our text.OK.Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?

S3: I’ll take all my money.People can’t live without money.S4: I will take as much water as possible.Because it is said that people can keep alive for nearly 7 days by drinking without any food

S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.S6: I will carry my grandma.She is my most loved person in this world.She brought me up.T: What a dutiful child you are!I’m very glad to hear that.Sit down please!It seems that all of you know what you should do during an earthquake.OK.Let’s read our text, and see what it tells us.Step IV.Reading

In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage.Ask them to pay attention to the first sentence of each paragraph.This can help them finish exercise3 in Comprehention.It is about the main idea of each paragraph.Then ask them to read the text again carefully to obtain some details.Before reading for the second time, show some questions on the screen, and let the students read the questions first.These questions can guide them to have a good understanding about the text.They can also make preparations for Exs1-2,which are about details.Skimming

T: At first I’d like to read the text quickly to get the general idea of the article.While reading, you should pay attention to the sentence of each paragraph.T: Have you got the general idea of the text?

Ss: Yes.T: What is it?

S1: There is no quick answer to this question.Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?

T: Sure.S1:OK.That’s easy.The main idea of the passage is some signs of the earthquake, and what would happen during the quake.T: Good, sit down please.In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit.(Teacher writes the word on the blackboard)Do you understand the meaning of the word?

Ss: No.T: Sequence means the order of the events.It can tell us which event happens first, and which happens later.Do you know the sequence that is used in our text?

S3: Yes.At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.T: Quite right!Now please look at the screen, these are the first sentences of each paragraph.Read them and think if they are the main idea of the text.If necessary, you may make some changes to make more exact.Teacher shows the screen and gives a little time to think it over.1.Strange things were happening in the countryside in the northeast Hebei.2.The disaster happened and caused a lot of loss.3.All hope was not lost.Careful reading

T: Now, it’s time for us to read the text carefully.But before reading, you should read some questions first.These questions may help you get some information quickly and easily.Now look at the screen, and read the questions.Show on the screen

1.What natural signs of a coming disaster were there?

2.Can you think of some reasons why these signs weren’t noticed?

3.What events probably made the disaster worse?

4.What situations probably made the disaster worse?

5.How were the survivors held?

Step V.Extension

Show the questions on the screen.1.From whose point of view are events described? How do you know?

2.What is the mood of this passage? How is it created?

3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?

5.What does the sentence “Slowly, the city began to breathe again.” mean?

Answers:

1.He uses third-person to describe the quake.His description is very objective.For example, the second sentence in the third paragraph.The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.2.The mood is serious and a bit sad.It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.Although the writer was not there, he felt sad for the people of Tangshan.He knows that some personal feelings will make the reading more interesting.4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet.But that night everything changed.The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster.He felt her pain, and he worried about her.So when he said that people came to help her, we can feel his feelings to the city.The city will not die, she has hope and she can recover from the pain.Step VI Comprehending

Answers to Exx1-

31.1.C 2.E 3.B 4.D 5.A

2.1.The walls of the villages wells had cracks in them..Roads got huge cracks

3.Brick buildings were destroyed.4.The army helped the survivors.5.Shelters were put up for those with no homes.3.1.Strange things were happening in the countryside in northeast Hebei..1.The disaster happened and caused a lot of loss.2.All hope was not lost.Step VII Homework

課后反思：總體感覺上，本節(jié)課上得比較成功，心情愉快?；旧贤瓿闪私虒W(xué)任務(wù)。學(xué)生們不但對(duì)地震有了一定的了解，而且能用英語進(jìn)行簡單的描述。但是同學(xué)們在討論、匯報(bào)、回答問題時(shí)詞匯單一，句式多是中國方的英語。在今后的教學(xué)中要加強(qiáng)語句表達(dá)方面的訓(xùn)練。

第三篇：《小狗包弟》教案_新人教必修一

金太陽新課標(biāo)資源網(wǎng)

小狗包弟

巴金

金太陽新課標(biāo)資源網(wǎng)wx.jtyjy.com

金太陽新課標(biāo)資源網(wǎng)

鮮明的特質(zhì)與基調(diào)。從文學(xué)史書中走向我們的課本，在他深刻的自省中，巴金老先生卻在一只小狗面前顯得不那么“光彩”，下面有哪位同學(xué)為我們介紹一下小狗包弟呢？

【板書包弟】初讀課文，我們的小主人公給你留下的是怎樣的印象呢？

學(xué)生回答出大概的印象后，教師進(jìn)一步追問，讓其舉例證明，學(xué)生往往會(huì)忽視側(cè)面描寫，教師應(yīng)給予適當(dāng)?shù)膹?qiáng)調(diào)。

正面描寫：

第２自然段“狗來了??不停的作揖”──可愛。

第３自然段“它不咬人??引客人發(fā)笑”──可愛、聰明。

側(cè)面描寫：

第３自然段寫日本女作家在兩年之后仍然對(duì)包弟念念不忘──可愛。第５自然段“聽妹妹們說??等候我們出來”──有情義、通人性。

一個(gè)是敦厚真誠的老人，一個(gè)是天真可愛通人性的小狗，養(yǎng)寵物對(duì)今天的我們來說本詩稀松平常的事情，然而包弟和巴金先生的相聚與分離卻被打上濃重的時(shí)代陰影，我們剛剛說到，巴金老先生在小狗包弟面前顯得不那么“光彩”，這個(gè)小狗在文中的遭遇是不可分離的。這就回到了預(yù)習(xí)課文時(shí)我給大家提出的問題，巴金先生和包弟之間發(fā)生了怎樣的故事呢？請(qǐng)大家按照本文敘事情節(jié)的發(fā)展順序分組，依次告訴我：【板書橫坐標(biāo)】

開端（２自然段）── 包弟來歷。

發(fā)展（３～６自然段）── 七年相處。

結(jié)局（７～９自然段）── 一朝痛別。

尾聲（１０～１３自然段）── 真心懺悔。

引子（１自然段）── 藝術(shù)家與狗的故事。（最后出現(xiàn)）

下面我們請(qǐng)全班同學(xué)按照本文的敘事線索分為四個(gè)小組，分小組品讀文中作者和包弟的情感發(fā)展線索，注意找出文中表明作者情感的關(guān)鍵詞：第一小組負(fù)責(zé)文章中的開端：第二小組則負(fù)責(zé)文章的“發(fā)展”，研究“我”和包弟的“七年相處”，第三小組則品讀文中“一朝痛別”的部分；第四小組看看巴金老先生是如何“真心懺悔”的。下面給大家十分鐘的時(shí)間分組討論，請(qǐng)你們在品讀課文的同時(shí)注意發(fā)現(xiàn)問題，待會(huì)兒可以把你們的發(fā)現(xiàn)向大家陳述。（十分鐘后）：

學(xué)生分組起來分析課文，教師根據(jù)學(xué)生的回答進(jìn)行初步總結(jié)同時(shí)播放相應(yīng)的PPT，在學(xué)生回答的過程中對(duì)于以下問題是需要進(jìn)一步追問和明確的：

第一部分中：作者為什么要對(duì)小狗的來歷做細(xì)致的介紹？（為下文小狗的“出身”問題做鋪墊）；第一部分的情感可概括為“和你在一起”；

第二部分的情感可以概括為“和你在一起”；

第三部分情感概括為“大難臨頭”，注意：“為什么包弟這么可愛的一只小狗在當(dāng)時(shí)卻沒有人愿意收養(yǎng)？”明確當(dāng)時(shí)環(huán)境的**和情況的特殊；

結(jié)局：一朝痛別：在小狗包弟送走后，作家的內(nèi)心是如何變化的？下一位同學(xué)回答：輕松、沉重、自責(zé)。

⑴ 作家為什么會(huì)輕松？

明確：包袱解除了，從紅衛(wèi)兵開始上街抄四舊開始，小狗包弟就成了全家人的一個(gè)包袱，使他們整日生活在心驚膽戰(zhàn)當(dāng)中，害怕小狗包弟會(huì)給他們帶來災(zāi)難，如今包弟送走了，沒有包袱了，自然而然的就輕松了。

⑵ 他為什么會(huì)沉重？

明確：作家想到了解剖臺(tái)上的小狗包弟的慘象，進(jìn)而想到為了自保，自己將相處了七年，有著深厚情誼的包弟犧牲掉，心中便產(chǎn)生了深深的愧疚，這種內(nèi)心的煎熬使他又背上了沉重的包袱。

金太陽新課標(biāo)資源網(wǎng)

⑶ 這種包袱使作者不斷的自我譴責(zé)，請(qǐng)大家找一下，那一句話是表明作家的自責(zé)的？自責(zé)的表現(xiàn)又是什么？

“不能保護(hù)一條狗??我不能原諒我自己！”

“在我吞了兩片眠爾通??就這樣可恥地開始了十年浩劫中逆來順受的苦難生活” “自己也終于變成了包弟，沒有死在解剖桌上，倒是我的幸運(yùn)?！?/p>

“??我好象作了一場大夢。滿園的創(chuàng)傷使我的心仿佛又給放在油鍋里箭熬?！薄斑@樣的煎熬是不會(huì)有終結(jié)的,??還清了心靈上的欠債?！?/p>

請(qǐng)第三小組的同學(xué)推薦一名成員來為大家朗讀文章的第十段，注意讀出作者前后的情感變化。（教師適當(dāng)點(diǎn)評(píng)）

尾聲：可概括為“沒有我的日子里”，作者包含歉意，進(jìn)行沉痛的自我剖析。（情感線索至此梳理完畢）

在梳理完作者情感線索的同時(shí)，我們可以發(fā)現(xiàn)，作者的情感變化是與故事的情節(jié)發(fā)展緊密結(jié)合的，由此，我們可以列出這樣的一個(gè)坐標(biāo)軸：

（教師板書）：

特別值得注意的是作者是以一個(gè)小故事做引，展開正文的敘述。先寫了藝術(shù)家的狗被打斷腿而慘死，作者由這只小狗想到了自己養(yǎng)過的一只小狗，它是那么的活波、可愛，然而也難逃厄運(yùn)，“包弟”被送上了解剖臺(tái)。兩條狗雖然品種不同，主人不同，品性不同，但是他們的悲慘結(jié)局卻是相同的。作者正是通過他們不同的經(jīng)歷、相同的結(jié)局來告訴人們在那個(gè)的特定時(shí)期的社會(huì)**，人性的扭曲，及對(duì)人們的迫害和摧殘。連無辜的對(duì)人忠誠的小狗也難逃一劫，更何況人呢？再來看我們的情感心電圖，大家說，全文感情發(fā)生巨大變化的部分是？（文革時(shí)期來臨，我和包弟一朝痛別）

作家秦牧曾這樣描述一段文革期間的見聞，“一天早上，當(dāng)我走回報(bào)社的時(shí)候，在一德路到人民路短短的一段距離內(nèi)，竟見到八具吊在樹上的這樣的尸體──大多是被打破頭顱、鮮血迸流的?！?/p>

這就要求我們必須了解并直面故事發(fā)生的背景——文革。

播放PPT請(qǐng)同學(xué)朗讀內(nèi)容，并觀看小短片《藍(lán)風(fēng)箏》

我希望通過紅衛(wèi)兵震天的吶喊，同學(xué)們能多少感受到那個(gè)人人自危，動(dòng)蕩不安的年月的荒蠻。以及這種荒蠻對(duì)人性的一種扭曲。就像馮驥才先生說過的：

哪怕最成熟的性格也要接受它強(qiáng)制性的重新塑造。堅(jiān)強(qiáng)的化為怯弱，誠實(shí)的化為詭詐，恬靜的化為瘋狂，豁朗的化為陰沉。人性、人道、人權(quán)、人的尊嚴(yán)、人的價(jià)值，所有含有人的最高貴的成分，都是它公開踐踏的內(nèi)容。雖然這不是大動(dòng)干戈的戰(zhàn)爭，但是再慘烈的戰(zhàn)爭也難以達(dá)到如此殘酷——靈魂的虐殺。眾所周知，我們所熟悉的另一位老作家老舍，也是文革的受害者之一。1966年夏天，“文革”風(fēng)暴呼嘯而至，我們的國家和人民頃刻間陷入一場空前浩劫。8月23日，老舍去北京文聯(lián)“參加運(yùn)動(dòng)”，受到了“造反派”和“紅衛(wèi)兵”的批斗。他們將莫須有的罪名強(qiáng)加到老舍頭上，使老舍遭到了人格上的侮辱。如此不堪忍受的侮辱降臨到頭上，老舍毫不猶豫，平靜而堅(jiān)定地選擇了死亡。8月24日，老舍來到德勝門外城西北角上的太平湖公園投湖自盡。（播放PPT）

在這場浩劫中，巴金先生得以保全性命，按照他自己的話說，他以小狗包弟作為犧牲，可恥地開始了十年浩劫中逆來順受的苦難生活。人性中惡的部分，在靈魂的審判臺(tái)上畢露無疑。在接下來的自白中，他將自己的內(nèi)心情感變化真實(shí)地體現(xiàn)在了文字里。時(shí)間可以改變一切，但是時(shí)間的流逝有沒有使巴金老先生的情感得到緩解呢？下面請(qǐng)同學(xué)們聽課文最后三段的金太陽新課標(biāo)資源網(wǎng)

錄音，然后告訴我最打動(dòng)你的地方是什么？

在對(duì)學(xué)生的回答中，教師要明確：《小狗包弟》的最大意義與其說是在批判，還不如說是在反思，具體的說，是對(duì)自身的反思，也是對(duì)以作者為代表的整個(gè)知識(shí)階層的反思。作者的筆調(diào)是沉重的，自我解剖是嚴(yán)厲的，甚至到了殘酷的地步。他仿佛站在靈魂的審判臺(tái)前，拷問自己、鞭撻自己性格中的弱點(diǎn)。作者是那個(gè)時(shí)代的過來人，他曾經(jīng)強(qiáng)忍著肉體與精神上的雙重折磨，虔誠的接受思想改造。（播放PPT巴金的文革生涯）在造反派手里的大棒之下，“默默忍受、毫不申辯”；在來自全國各地的串連者面前，態(tài)度“順從而認(rèn)真”；在學(xué)習(xí)《語錄》和《講話》時(shí)“態(tài)度誠懇，身體力行”。在強(qiáng)大的專政機(jī)器下，富有獨(dú)立品格的知識(shí)分子成為“逆來順受”的軟弱的臣民，直到運(yùn)動(dòng)后期，才終于看清這場歷史的大騙局。在新時(shí)期，當(dāng)巴金從歷史的廢墟中站起來回視那段歷史時(shí)，除了發(fā)現(xiàn)歷史的丑陋與黑暗之外，更進(jìn)一步深刻地認(rèn)識(shí)了自身的弱點(diǎn)：過于聽話、過于天真、過于軟弱，貪戀生命以至到茍活的地步。當(dāng)年像摔掉包袱一樣將包弟送上了醫(yī)院的解剖桌，在自己的心上作者卻承受了永遠(yuǎn)也摔不掉的重負(fù)?！安荒鼙Ｗo(hù)一條小狗，我感到羞恥；為了想保全自己，我把包弟送到解剖桌上，我瞧不起自己，我不能原諒自己！我就這樣可恥的開始了十年浩劫中逆來順受的苦難生活?！边@發(fā)自肺腑的自譴自責(zé)，具有懾人心魄的力量。相對(duì)于那些變節(jié)者、出賣親友者、落井下石者、投機(jī)取巧者、混水摸魚者，作者的所作所為實(shí)在算不了什么。從表面上看，這種靈魂的拷問已到了苛責(zé)的地步，卻正指出了相當(dāng)長的一段時(shí)間我們民族陷入災(zāi)難的原因：民族人格，尤其是作為大眾精英與代表的知識(shí)分子人格的萎頓與貧弱。作者耿耿于懷，不能原諒自己，這筆“心靈的欠債”使作者的心永遠(yuǎn)在無邊的懺悔中“煎熬”。但惟其如此，中國現(xiàn)代知識(shí)分子的蛻變與新生才有希望，整個(gè)民族的振興才有希望。作者的拳拳之心灼然可見。讀到這里，我想請(qǐng)各位同學(xué)換位思考一下，如果你是包弟，你會(huì)原諒巴金老先生嗎？ 有兩種意見，一種認(rèn)為作家的行為是自私的，另一種認(rèn)為作家的行為可以理解。這兩種意見都有道理，持前一種意見的同學(xué)，他們的是非觀念很強(qiáng)，能夠在大是大非面前擺正自己的心態(tài)。而后一種同學(xué)，他們則多了一份理解，多了一份同情，我們沒有親歷“文革”，對(duì)“文革”所知甚少，但是在文章的片斷當(dāng)中，我們?nèi)阅軌蚩吹缴鐣?huì)的**，所以我們對(duì)于生存在那樣的社會(huì)當(dāng)中的身份特殊的作家，也應(yīng)當(dāng)給予一定的理解。

包弟如何想，我們當(dāng)然無從得知，但是我們知道的是，盡管相比較那些在文革中做出更殘忍更喪盡天良的人，巴金迫于無奈對(duì)于小狗包弟的拋棄是情有可原的，但是巴金老先生自己卻不能夠原諒自己。于是懺悔和歉疚成了巴金先生在這篇文章中的主旋律，下面請(qǐng)同學(xué)們齊讀最后一自然段，然后告訴我，本文的文眼是什么？“我懷念包弟，我想向它表示歉意。”（作者于質(zhì)樸簡潔的語言中，道出了自己的真情，毫無保留，毫無掩飾。這體現(xiàn)了他勇于解剖自己、敢于講出真話的精神。朗讀時(shí)，“不怕”一詞要重讀，要表現(xiàn)出堅(jiān)決、無畏的態(tài)度；“表示歉意”要讀出深深自責(zé)的情感。）

李存光先生在《巴金傳》里曾經(jīng)這樣寫道：《隨想錄》的獨(dú)特之處，《隨想錄》的價(jià)值，主要在于它是一個(gè)受害者的嚴(yán)肅反思，一個(gè)正直心靈的痛苦自審，一個(gè)最無責(zé)任者對(duì)自己責(zé)任的拷問。這里有對(duì)生命的尊重，有對(duì)反省歷史的呼號(hào)，有對(duì)光輝人性的呼喚。自責(zé)，懺悔，實(shí)際上就是呼喚人性，呼喚一個(gè)理性的合乎人性的新時(shí)代的到來；也是從另一方面對(duì)這種人性的謳歌和贊美。我想，這就是為什么，巴金老先生被稱為是中國的良心。

【播放PPT】

在2003年CCTV為巴金先生授予了“感動(dòng)中國人物”，從本文的角度來看，大家認(rèn)為，在頒獎(jiǎng)詞中必然涉及到哪些關(guān)鍵詞呢？（真誠、熱情、憂患、良知）

播放PPT

下面我們進(jìn)入本課的最后總結(jié)，（主要是請(qǐng)學(xué)生按照剛剛的分組進(jìn)行討論和總結(jié)，學(xué)生可以

金太陽新課標(biāo)資源網(wǎng)

暢所欲言，而教師則需要根據(jù)學(xué)生的回答進(jìn)行下面幾個(gè)方面的啟發(fā)）

以小見大：

真誠質(zhì)樸：

巧用對(duì)比：

一、兩只狗的經(jīng)歷對(duì)比

二、狗與人的對(duì)比

三、歡樂與悲傷的對(duì)比

四、真與偽的對(duì)比

“事”“情”結(jié)合：

反思精神：《小狗包弟》看似寫物，實(shí)是寫人，是《隨想錄》中眾多“懺悔錄”式散文中的佳作，作者以嫻熟的筆法、巧妙的構(gòu)思、真率強(qiáng)烈的感情，在批判專制時(shí)代黑暗與罪惡的同時(shí)，反省自身的弱點(diǎn)，是從覺醒了的現(xiàn)代知識(shí)分子心靈中流淌出來的詩篇，具有震撼人心的思想力度，又具有感人的藝術(shù)魅力。

課外拓展：

閱讀巴金《懷念蕭珊》；

認(rèn)識(shí)你自己：

1.課外小組討論：從“華沙之跪”看反思精神與人類社會(huì)

2.在你的成長經(jīng)歷中，是否也有傷害到他人甚至動(dòng)物的“不光彩”時(shí)刻，請(qǐng)你以本文為出發(fā)，寫下屬于你自己的“歉意之信”

板書設(shè)計(jì)：

第四篇：高一英語教案：必修三Unit2教案

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 exercises.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 interesting 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, compare 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 modal 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.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 context.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 expressions 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 plants 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.Suggested 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 words and expressions Words and expressions from the text parts of plants that help food move quickly fibre through the body

changing food into something the body can use digestion proper amount of different kinds of food balanced diet needed for good health

→Step 2 Leading-in by revision 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 you 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法養(yǎng)家糊口。(ability)2.那孩子現(xiàn)在能在哪兒呢？(guessing)3.我可以進(jìn)來嗎？(ask for permission)4.你在早晨五點(diǎn)鐘以前起來, 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 through 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? 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他的餐館吃飯, 那問題就嚴(yán)重了。

6)He could not believe his eyes.他簡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.Thinking 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 hand.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, 只是語氣稍重一些;有時(shí)表示“非?？赡堋钡囊馑?。否定式為ought not to(oughtn’t to), 疑問式為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 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 food.我認(rèn)為你應(yīng)當(dāng)多吃些有營養(yǎng)的食物。

He said I ought to do that job.他說我適宜做那項(xiàng)工作。

5.表示“推測”, 意為“照說應(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)行或過去情況的推測。

She has had working experience before.She ought to be fit for the job.她以前有過工作經(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 room now.才剛九點(diǎn), 按說瑪麗應(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?/p>

She ought not to have told 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.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.Remind 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 have 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 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 finish 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 eat 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 hurt;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;gets 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 passage 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;（做壞事）不受懲罰 5)說謊;撒謊

6)到了這個(gè)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他的餐館吃飯, 那問題就嚴(yán)重了。9)他簡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: 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 explain 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 necessary.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.→Step 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 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 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無人稱和時(shí)態(tài)的變化, 后接帶to的動(dòng)詞(1)There is something I ought to tell you 不定式。ought to可表示“義務(wù)”“要求”或“勸before you leave.告”, 常譯作“應(yīng)該”“應(yīng)當(dāng)”等, 和should差不(2)He ought not to do that.多, 只是語氣稍重一些;有時(shí)表示“非?？?3)—Ought he to see the doctor? 能”的意思。否定式為ought not to(oughtn’t to), —Yes, he ought to.疑問式為Ought I/you/...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 partner 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...fried chicken smoked chicken roast I’m fond of...I don’t often eat...duckbarbecued mutton lemon beefsweet and I really hate...I can’t stand...sour fish steamed fish creamed tomatoes

make me gain/lose weight 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....

第五篇：高一英語教案：必修三Unit1語法教案

Grammar Teaching Goals: 1.To check what has been learned yesterday.2.To enable Ss to master some new words and expressions.3.To get Ss to have knowledge of the grammar point: the model verb

Teaching Procedures: Step 1.Revision

1.Ask Some Ss to retell the reading text.2.Ask Ss to answer the following question to see whether they did their homework or not.How many festivals are mentioned in our text? Step 2.Word study Purpose: To consolidate the words and phrases in the text.Finish Ex1 Purpose: To enable Ss to master some new words and expressions.Ex2 Many people think that Christmas is a western __________, but in fact it is really a worldwide holiday.Christmas actually as a _______ festival celebrated by _________ around the world.Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus’ birth on December 25th first started.Today, of course, many people celebrate Christmas __________ it were just a holiday to ______________ family, rather than a holiday about a _______.Suggested Answers: celebration, religious, Christians, origin, custom, as though, have a fun with, belief Step 3.Grammar point 1.Explain for Ss the grammar point: the modal verb(1)can/could 可以表示能力、許諾、請(qǐng)求或某種可能性，could還可用于： ① 提出委婉的請(qǐng)求，（注意在回答中不可用could）。例如：

— Could I have the television on? 我能看電視嗎？

— Yes, you can./ No, you can't.可以/不可以。② 在否定句、疑問句中表示推測或懷疑。例如： He couldn't be a bad man.他不大可能是壞人

(2)may/might 表示允許或請(qǐng)求；表示沒有把握的推測；may 放在句首，表示祝愿。might 表示推測時(shí)，不表示時(shí)態(tài)，只是可能性比may 小。

(3)will/would 克表示請(qǐng)求、許諾、同意、過去的習(xí)慣等。但需要注意：

① would like；would like to do = want to 想要，為固定搭配。例如：

Would you like to go with me? 想和我一塊去嗎？

② Will you?? Would you like?? 表示肯定含義的請(qǐng)求勸說時(shí)，疑問句中一般用some, 而不是any。例如：

Would you like some cake? 吃點(diǎn)蛋糕吧。

③ 否定結(jié)構(gòu)中用will，一般不用would, won't you是一種委婉語氣。

Won't you sit down? 你不坐下嗎？

(4)shall/should可以表示推測、判斷或建議。shall指現(xiàn)在，should指過去。(5)must/can’t指推測或猜想 must用在肯定句中表示較有把握的推測，意為“一定”，否定推測用can't。

2.Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese.See who can make the best translation.Suggested Answers:(1)? when they can dress up and go to their neighbors’ homes and ask for sweets.(line 9, part 2)那時(shí)他們可以化裝并去鄰居家要糖果。

(2)Some people might win awards for their , ?(line 4, part 4)一些人可能會(huì)因他們的??而獲獎(jiǎng)。

(3)? and may give children lucky money in red paper.(line 3, part 5)也可能給孩子們用紅包包起來的壓歲錢。

3.Ask Ss to finish Ex3 on P6 and check the answers in pairs.Step 4.Homework 1.Ask Ss to review what has been learned in this period.2.Ask Ss to finish the exercises of Using Words And Expressions and Using

Structures on P42～P43.語法教學(xué)參考材料：情態(tài)動(dòng)詞的語法特征

1）情態(tài)動(dòng)詞 不能單獨(dú)做謂語，除ought 和have 外，后面只能接不帶to 的不定式。

2）情態(tài)動(dòng)詞沒有人稱，數(shù)的變化，但有些情態(tài)動(dòng)詞，如can、will也有一般式和過去式的變化。

3）情態(tài)動(dòng)詞的“時(shí)態(tài)”形式并不是時(shí)間區(qū)別的主要標(biāo)志，不少情況下，情態(tài)動(dòng)詞的現(xiàn)在式形式和過去式形式都可用來表示現(xiàn)在時(shí)間、過去時(shí)間和將來時(shí)間。1)can 和could： 1)can的主要用法是： A.表示體力或腦力的能力：

eg.The girl can dance very well.B.表示說話的推測﹑事物的可能性等: eg.Can the news be true? C.在口語中, can可以表示請(qǐng)求或允許: eg.Can I sit here? 2)could的主要用法是：A.could 是can的過去式, 表示與過去 有關(guān)的能力和推測: eg.We all knew that the young man couldn’t be a doctor.B.could可以代替can表示請(qǐng)求, 但語氣較can客氣、委婉: eg.Could you lend me your dictionary? Could I use your bike? 3)can和could接動(dòng)詞的完成形式，表示可能已經(jīng)做某事。can用在否定和疑問句中, 表示不相信、懷疑等態(tài)度。eg.They can't have gone out because the light is still on.may 和might ： may 常用來表示： A.表示請(qǐng)求、允許;比can較為正式: eg.May I come in ? You may go now.B.表示說話人的猜測: “也許” “可能”: 通常只用于肯定句和否定句中。eg.--I believe the man is from England.--But I may be wrong.The guest may arrive this afternoon.在肯定句中，may 的可能性比can 高，may 表示現(xiàn)實(shí)的可能性，can 表示理論上的可能性。如： The road may be blocked.這條路可能不通了。

The road can be blocked.這條路可能會(huì)是不通的。

在疑問句中，表示可能性用can。如：Where can he be? 他會(huì)在哪呢？ C.表示祝愿;但語氣較正式: eg.May you succeed!May you have a good journey!might 的用法有: 多在間接引語中表示過去的可能和允許。如: She said that he might take her bike.她說他可以拿她的自行車去用。

除了在間接引語中以外，might 一般不表示過去的可能或者許可。如要表示過去的可能可以用could, 表示過去的許可可以用was(were)allowed to 或者 had permission to。

表示現(xiàn)在的可能，其可能性要比 may 小。如： She might go home tomorrow.表示現(xiàn)在的許可, 語氣比may 較委婉, 一般用于疑問句(包括間接疑問句), 不可用于肯定句或者否定句。

如: Might I have a word with you? 我可以和你說句話嗎？ will和would：

1.will是助動(dòng)詞或是情態(tài)動(dòng)詞？

will用于構(gòu)成將來時(shí)是助動(dòng)詞。用于表示“意志”“決心”“請(qǐng)求”是情態(tài)動(dòng)詞。would亦同理。

eg.I will tell you something important.我要告訴你一些重要的事。

（助動(dòng)詞）Will you tell her that I'm here? 請(qǐng)您告訴她說我在這兒，好嗎？（情態(tài)動(dòng)詞）2.在疑問句中用于第二人稱，提出請(qǐng)求或詢問。eg: If you want help-let me know, will you? 如果你需要幫助, 讓我知道, 好嗎? Will you type this, please?請(qǐng)打印這個(gè)，好嗎？ Won't you sit down?請(qǐng)坐下，好嗎？ 3.would比will客氣委婉。eg: Would you help us, please? 請(qǐng)您幫助我們，好嗎？ I’d go there with you.我要和你一塊到那兒去。Teacher wouldn’t allow it.老師不會(huì)允許這件事。

shall和should： 1.shall用于構(gòu)成將來時(shí)是助動(dòng)詞。shall用于征求對(duì)方的意見，表示 “決心” 是情態(tài)動(dòng)詞。eg: Perhaps I shall pay a visit to England this winter.可能今年冬天我會(huì)去英國觀光。（構(gòu)成一般將來時(shí), 助動(dòng)詞）Shall we go by train, Mom? 媽

媽，我們乘火車去好嗎？（用于征求對(duì)方的意見，情態(tài)動(dòng)詞）I shall go at once.我必須立即去。（表 “決心”，情態(tài)動(dòng)詞）

2.should表示義務(wù)、建議、勸告，意為 “應(yīng)該”?！皊hould+ have+過去分詞”

表示本應(yīng)該在過去做但沒有做。eg: You should keep your promise.你應(yīng)該遵守諾言。She should have passed the exam.她應(yīng)該通過考試的。must和 have to 1.must用于一般問句中,肯定回答用must否定式用 needn’t或don’t have to，做 “不必”,mustn’t

表

示

“

禁止，不允

許

” — Must I finish all assignments at a time? Yes, you must.No, you needn't.2.表示“必須”這個(gè)意思時(shí)，must 和have to 稍有區(qū)別。must著重說明主觀看法，have to 強(qiáng)調(diào)客觀需要。另外，have to 能用于更多時(shí)態(tài)。I don’t like

this

TV

set.We

must

buy

a

new

one.There was no more bus.They had to walk home.3.must表示對(duì)某人某事的猜測，作“準(zhǔn)是”，“一定”，一般用于肯定句中。對(duì)過去發(fā)生的事情作肯定判斷用must have done You must be the new teacher.He must be joking.There is nobody here.They must have all gone home.4.must表示“偏要，硬要”，指做令人不快的事情

He must come and worry her with question, just when she was busy cooking the dinner.Of course，after I gave her my advice，she must go and do the opposite.教學(xué)反思：