Unit 5 The Value of Money-Discovering Useful Structures 教案2024-2025学年高中英语人教版（2019）必修第三册

教学设计 课题 Unit 5 The Value of Money-Discovering Useful Structures 教学目标 Knowledge & Skills: Master the usage of modal verbs (could, might, must) for speculation; identify and use them in contexts about money-related scenarios. Process & Methods: Develop ability to analyze sentence structures through pair work and context-based exercises; practice inferring meanings via modal verbs. Affect & Values: Understand the role of language in expressing uncertainty/ certainty; reflect on rational judgment in financial matters. Cultural Awareness: Recognize how modal verbs convey politeness/ tentativeness in cross-cultural communication involving money. 重难点 Key: Correctly using modal verbs to express different degrees of speculation (e.g., "must" for certainty, "might" for possibility). Difficult: Distinguishing subtle differences between "could" and "might"; applying them flexibly in real-life dialogues about money. 教学过程 Teacher: Good morning, class! Today, we are going to focus on the grammar part of Unit 5 - Discovering Useful Structures. As we know, grammar is like the building blocks of a language. It helps us to express our thoughts accurately and clearly. So, let's start with a little warm - up. I will show you some sentences on the board, and I want you to read them carefully and think about what's special about the verbs in these sentences. (The teacher writes the following sentences on the board) You must finish your homework before you go out to play. Can you pass me the book? She may come to the party tonight. We should protect the environment. Teacher: Okay, now let's look at these sentences. What do you notice about the underlined words'must', 'can','may', and'should'? Turn to your partner and discuss for a minute. (Students discuss in pairs) Teacher: Time's up. Who wants to share what you discussed? Student 1: These words seem to show the speaker's attitude or how sure they are about something. For example, in the first sentence, "must" shows that it's very important to finish the homework. Teacher: Excellent observation! These words are what we call modal verbs. Does anyone remember what modal verbs are from our previous studies? Student 2: Modal verbs are used to show things like possibility, permission, obligation, and ability. Teacher: Exactly! Modal verbs are very useful in English as they help us express different meanings related to our attitude towards an action or a situation. Now, let's look at some more examples from our textbook. Open your books to the script of "The Million Pound Bank - Note" on page 52. I want you to find all the sentences with modal verbs and underline them. Then, think about what each modal verb is expressing. (Students read the script and underline the sentences with modal verbs) Teacher: Let's go through some of the sentences you found. Who wants to share the first one? Student 3: "Oliver believes that with a million - pound bank note a man could live a month in London." Here, "could" shows the ability of a man to live in London for a month with a million - pound bank note. Teacher: Very good. What about another sentence? Student 4: "May we ask what you're doing in this country and what your plans are?" "May" here is used to ask for permission. Teacher: Right. Can you find a sentence where a modal verb shows obligation? Student 5: "Well, you mustn't worry about that." Here, "mustn't" shows that it's not allowed to worry, which is a kind of obligation in a way, like a negative obligation. Teacher: Great. Now, let's summarize the functions of modal verbs we've seen so far. Modal verbs can express ability, like "could" in the first sentence; permission, like "may" in the second sentence; and obligation, like "must" and "mustn't". Are there any other functions you can think of based on the sentences in the script? Discuss in groups of four. (Students discuss in groups of four) Teacher: Let's hear from each group. Group 1, what did you discuss? Group 1 Representative: We think modal verbs can also express possibility. For example, "Well, it may seem lucky to you but not to me." Here, "may" shows that there is a possibility that it seems lucky. Teacher: That's a great point. Group 2? Group 2 Representative: We found that modal verbs can be used to make requests in a polite way. Like "Young man, would you step inside a moment, please?" "Would" here is used to make a polite request. Teacher: Excellent. Modal verbs are really versatile. Now, let's do a little exercise to practice using modal verbs. I will give you some situations, and you need to use the appropriate modal verb to complete the sentences. The first situation is: You want to ask your teacher if you can go to the restroom. How would you say it? Student 6: May I go to the restroom, please? Teacher: Perfect. Now, the second situation: You see your friend smoking in a non - smoking area. What would you say to remind them? Student 7: You mustn't smoke here. It's a non - smoking area. Teacher: Right. The third situation: You are not sure if your friend will come to your party. How would you express this? Student 8: My friend may come to my party. Teacher: Well - done. Now, let's move on to another important grammar point in this unit - the past future tense. First, let's recall the future tense. We use "will" or "be going to" to talk about future events. For example, "I will go to the park tomorrow." or "I am going to buy a new book." Now, the past future tense is used when we are looking back from a point in the past and talking about something that was going to happen in the future at that time. Let's look at some examples. (The teacher writes the following sentences on the board) He said he would visit his grandparents the next day. She thought she was going to pass the exam easily. Teacher: In the first sentence, "would visit" is in the past future tense. At the time he said it, the visit to his grandparents was going to happen in the future. In the second sentence, "was going to pass" shows that at the time she thought, passing the exam easily was in the future. Do you understand the basic concept of the past future tense? Student 9: Yes, it's like talking about the future but from a past point of view. Teacher: Exactly. Now, let's look at some more examples from our daily life. Suppose your friend told you yesterday, "I will call you later." But you haven't received the call yet. How would you report what your friend said using the past future tense? Student 10: My friend said he would call me later. Teacher: Right. Now, if you were talking about your plan last week to go on a trip this weekend, how would you say it using the past future tense? Student 11: Last week, I thought I was going to go on a trip this weekend. Teacher: Good. Now, let's do a short reading activity. I will give you a passage, and as you read, I want you to find all the sentences in the past future tense and analyze why the author used this tense. (The teacher distributes the passage to the students) Teacher: Let's stop reading. Who wants to share the sentences in the past future tense they found? Student 12: "He told his parents that he would study hard next semester." Here, at the time he told his parents, studying hard next semester was in the future. Teacher: Great. What about another one? Student 13: "The team thought they were going to win the game, but they lost." This shows that from the team's perspective in the past, winning the game was in the future, but the result was different. Teacher: Right. Now, let's compare the two common structures of the past future tense - "would do" and "was/were going to do". What are the differences between them? Discuss in pairs. (Students discuss in pairs) Teacher: Let's hear your thoughts. Student 14: "Was/were going to do" seems to imply a plan or intention that was made in the past. For example, "I was going to clean my room, but I got too tired." It was a plan I had. While "would do" can be more about a general statement of something that was going to happen in the future in the past. Teacher: That's a very good analysis. "Was/were going to do" often emphasizes a pre - arranged plan or a prediction based on some evidence at that past time. "Would do" can be used more generally to talk about a future event from a past perspective. Now, let's do some exercises to practice using the past future tense. I will give you some sentences with blanks, and you need to fill in the blanks with the correct form of the past future tense. (The teacher writes the following sentences on the board) She said she ______ (come) to the party, but she didn't show up. They thought they ______ (win) the competition, but they didn't. He told me he ______ (buy) a new bike the next week. Teacher: Let's check the answers. Who wants to answer the first one? Student 15: She said she would come to the party, but she didn't show up. Teacher: Correct. Second one? Student 16: They thought they were going to win the competition, but they didn't. Teacher: Right. Third one? Student 17: He told me he would buy a new bike the next week. Teacher: Well - done. Now, let's do a group activity. I will divide you into groups of four. Each group will get a short story. Your task is to rewrite the story, changing the tense to the past future tense where appropriate. Then, each group will present their rewritten story to the class. (The teacher divides the students into groups and distributes the short stories) (After the groups finish rewriting and presenting their stories) Teacher: That was a great activity. You all did a wonderful job. Now, let's have a quick review. We've learned about modal verbs and their functions such as expressing ability, permission, obligation, possibility, and making requests. We also learned about the past future tense, its two common structures "would do" and "was/were going to do", and how to use them in different situations. For homework, I want you to write a short passage about a past event in your life. In the passage, you need to use at least three modal verbs and three sentences in the past future tense. This will help you practice what we've learned today. See you next class! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$