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1、《情態(tài)動詞+have done》微課教案 周慧豐 東莞市麻涌中學 教學設計（微教案） 教 師 周慧豐 學 科 英語 執(zhí)教對象 高一學生 教學內(nèi)容 情態(tài)動詞+have done 內(nèi) 容 分 析 The structure ‘Modal Verb + have done’, which is used to show our feelings or attitude, such as blame or regret and so on, is a very important learning point in College Entrance Examin

2、ation. 學情分 析 The students have learned the Modal verb before, knowing its concept and usage. Therefore, students can master the structure ‘Modal Verb+ have done’ through guessing the meaning of the examples. 教 學 目 標 1. To enable students to guess the meaning of the structure ‘Modal Verb+ have d

3、one’ by examples 2. To enable students to master and utilize the structure ‘Modal Verb’ 教 學 重 點 The structure ‘Modal Verb+ have done’: must have done; can’t/couldn’t have done; may/might have done (表示對過去的推測) should/ought to have done; shouldn’t/oughtn’t to have done; could have done; needn’t h

4、ave done (表示對過去發(fā)生事情的遺憾或責備) 教 學 準 備 PowerPoint; the application Camtasia Studio 8 教 學 過 程 教 學 過 程 簡要流程 教師活動 學生活動 設計意圖 A. Warm-up Greeting. B. Presentation

5、 C. Practice D. Summary 1. Greeting 2. Revision a. to review the meaning and the usage of Modal verb b. to review the Modal verb Read and thinkⅠ& Ⅱ to demonstrate the sentences and the pictures to let the Ss guess the meaning of the structur

6、e: e.g a. The ground is rather wet, so it must have rained last night. 教師活動 b. Tom may have gone to shanghai, but I’m still not sure about it. c. The room is in mess, so Tom can’t have cleaned it before. d. He failed in the exam. He should have studied hard before. e. I’m very sorry

7、 for the words. I shouldn’t have said it to you at that moment. g. He could have worked out the problem, but he didn’t. h. Your home is not far from your school, so you needn’t have left so soon. 1. Utilizing the correct Modal Verb to finish the sentences. 2. Translation To as

8、k the Ss recall what they have studied To review the meaning and the usage of Modal verb. To read the sentences and guess the meaning of the structure ‘Modal Verb+ have done’ with the help of the previous knowledge about Modal verb as well as the 學生活動 pictures: a. must have done

9、“一定做過了某事“ b. may/might have done “可能已經(jīng)做過了某事” c. can’t/ couldn’t have done “不可能已經(jīng)做過了某事” d. should/ought to have done “本該做某事” e. shouldn’t/ oughtn’t to have done “本不該做某事” f. could have done “本能夠做某事” g. needn’t have done “本不必做某事” Utilizing the knowledge, the structure ‘Modal Verb + have done

10、’ which they’ve learnt today to finish those two exercise. Recalling the structure ‘Modal Verb + have done’ 1. To arouse Ss’ attention 2. To consolidate the knowledge which the Ss have learnt. To let the Ss get to know the meaning and the usage of ‘ Modal Verb + have done’ by 設計意圖

11、themselves instead of learning passively To consolidate the new knowledge that the Ss have learnt To help Ss memorize the new knowledge firmly 教學反思（微反思） 本節(jié)課的教學內(nèi)容是“情態(tài)動詞+have done”,是歷年高考的熱點之一，可以表示“推測、責備、懷疑”等多種意義。其重點就是幾個常見的“情態(tài)動詞+have done”的意思和用法。本課的教學思路是，首先是讓學生復習使用情態(tài)動詞的意義和使用情態(tài)動詞的注意的知識點，如情態(tài)動詞不能單獨使用，謂語動詞接在情態(tài)動詞后面要使用動詞原形。然后，學生通過之前學習過的情態(tài)動詞的用法和涵義，從例子和圖片中猜測和學習本節(jié)課的新知識“情態(tài)動詞+have done”(共7個情態(tài)動詞)。最后，通過由淺入深的練習讓學生運用 “情態(tài)動詞+ have done”,并在運用中加深對這個知識點的認識和記憶。