Unit 1 No Limits-B Grammar and activity 教案-2025-2026学年高中英语沪教版必修第二册

Unit 1 No Limits-B Grammar and activity 教学目标和重难点 教学目标 Language Ability: Master key grammar and use it to express ideas fluently. Thinking Quality: Cultivate logical reasoning and critical thinking through grammar exploration. Cultural Awareness: Understand cross-cultural views on "no limits" and respect diversity. Learning Ability: Develop autonomous and cooperative learning skills in activities. 教学重难点 Key Points: Master the usage of ellipsis and modal verbs for speculation; use grammar correctly in context. Difficult Points: Understand the pragmatic meaning of ellipsis to avoid repetition; distinguish the possibility degree of modal verbs in speculation. 教学过程 Lead-in: Theme Connection and Grammar Preview The teacher starts the class by showing a short video about people challenging their limits, such as athletes breaking records or scientists exploring unknown fields. After playing the video, the teacher asks students two questions: “What did you see in the video? What qualities do these people have?” Students are invited to share their answers freely. Then, the teacher presents two sentences on the blackboard: “Athlete A tried his best to run faster, and athlete B did too.” “Maybe he will break the world record; he might even set a new one.” The teacher asks students to observe the sentences and think: “Are there any words omitted in the first sentence? What’s the difference between ‘maybe’ and ‘might’ in the second sentence?” Design Intention: Combining the unit theme “No Limits” with real-life cases, the lead-in can arouse students’ interest and connect the new grammar knowledge with the familiar theme. By presenting typical sentences, students can initially perceive the phenomena of ellipsis and modal verbs for speculation, laying a foundation for the subsequent in-depth learning. It also guides students to think about the spirit of challenging limits, integrating the cultivation of emotional attitude into the lead-in link. Grammar Presentation: Ellipsis First, the teacher guides students to analyze the first sentence presented in the lead-in: “Athlete A tried his best to run faster, and athlete B did too.” The teacher asks: “What does ‘did’ stand for here?” Students will answer “tried his best to run faster”. Then the teacher summarizes: “When the predicate verb or predicate part of the latter clause is the same as that of the former clause, we can omit the repeated part to make the expression more concise. This is ellipsis.” Next, the teacher presents more examples related to the unit theme, such as: “Some people think they can’t achieve their dreams, but others don’t.” “She wants to challenge her limits, and I want to too.” “If you can persist, you will succeed; if not, you will regret it.” For each example, the teacher asks students to find the omitted parts and explain why ellipsis is used. After students’ discussion, the teacher sorts out the common situations of ellipsis in compound sentences: omitting the predicate verb, predicate part or clause when the context is clear, so as to avoid repetition and make the language more concise and natural. Then, the teacher focuses on the key points of ellipsis: ellipsis must be based on clear context, and the omitted part must be clearly implied in the previous clause, so as not to cause ambiguity. The teacher gives a wrong example: “He likes reading more than his brother.” and asks students to find the problem. Students will find that it is ambiguous whether it means “He likes reading more than his brother likes reading” or “He likes reading more than he likes his brother”. The teacher then corrects it: “He likes reading more than his brother does.” and emphasizes that ellipsis should ensure the clarity of meaning. Design Intention: Following the “Form-Meaning-Use” three-dimensional grammar teaching model, this link first guides students to observe and discover the form of ellipsis, then understand its meaning (avoiding repetition, concise expression), and finally master its usage rules. Combining examples related to the unit theme makes grammar learning contextualized, avoiding isolated grammar explanation. Through wrong examples, students can better grasp the key points of ellipsis and avoid common mistakes. Grammar Practice: Ellipsis (Consolidation and Application) This link is divided into three levels of practice, from basic to difficult, to help students consolidate the usage of ellipsis. Level 1: Fill in the blanks with the appropriate words to complete the ellipsis. The teacher presents sentences related to the unit theme, such as: Tom hopes to climb the highest mountain in the world, and his sister hopes to ______ too. Some people are afraid of difficulties, but we are not ______. If you can overcome the challenge, you will gain success; if not ______, you will learn a valuable lesson. Students complete the exercises independently, and then the teacher checks the answers and explains the key points. For students who make mistakes, the teacher guides them to find the repeated parts in the previous clause and correct them. Level 2: Rewrite the sentences to make them more concise by using ellipsis. Examples: She can speak English fluently, and she can speak French fluently too. If you don’t have the courage to try, you will never know your potential; if you have the courage to try, you may achieve great things. Students work in pairs to complete the rewriting, and then each group selects one representative to present their answers. The teacher comments on the answers, affirming the correct rewriting and pointing out the problems in the wrong ones, especially emphasizing the clarity of meaning after ellipsis. Level 3: Situational dialogue. The teacher sets a situational task: Suppose you and your partner are talking about your dreams and the efforts you will make to achieve them. Use ellipsis in the dialogue to make the expression more concise. For example: Student A: “I want to become a scientist and explore the mysteries of the universe.” Student B: “I want to too. I will study hard every day.” Students practice in pairs for 5 minutes, and then several groups are invited to perform their dialogues in front of the class. The teacher evaluates their performance, focusing on whether ellipsis is used correctly and appropriately. Design Intention: The three-level practice follows the principle of “from easy to difficult”, which is in line with students’ cognitive rules. Basic fill-in-the-blank exercises help students master the basic usage of ellipsis; rewriting exercises improve students’ ability to apply ellipsis in practical writing; situational dialogue integrates ellipsis into real communication, realizing the combination of grammar learning and language use. Pair work and group performance also cultivate students’ cooperative learning ability and oral expression ability. Grammar Presentation: Modal Verbs for Speculation After consolidating ellipsis, the teacher turns to the second grammar point of this lesson: modal verbs for speculation. The teacher first reviews the modal verbs students have learned before, such as can, may, must, might, could, and then presents sentences related to the unit theme: “He has been training hard for years; he must win the competition.” “The weather is bad today; the match may be put off.” “She looks worried; she might have missed the bus.” The teacher asks students to observe these sentences and think: “What do these modal verbs express? What’s the difference between them?” After students’ discussion, the teacher summarizes the usage of modal verbs for speculation: Must: It is used in affirmative sentences to express a strong speculation about the present or past, meaning “must, certainly”, and the possibility is the highest. For past speculation, it is used in the structure “must have done”. May/might/could: They are used to express uncertain speculation, meaning “may, perhaps”. The possibility of may is higher than that of might and could. They can be used in affirmative, negative and interrogative sentences (negative sentences are “may not”, which means “may not”, and “can’t” is used for negative speculation with high certainty). For past speculation, they are used in the structure “may/might/could have done”. Can: It is rarely used for positive speculation; it is mainly used in negative and interrogative sentences to express speculation, meaning “can’t, is it possible that...?”. To help students distinguish the possibility degree of different modal verbs, the teacher makes a summary: Must > May > Might/Could. Then, the teacher gives more examples to illustrate the usage of each modal verb in different contexts, such as: “He is not in the classroom; he must have gone to the library.” (strong speculation about the past) “It may rain this afternoon, so you’d better take an umbrella.” (uncertain speculation about the future) “Could she be late for the meeting? She has never been late before.” (interrogative speculation) “He can’t be at home; I just called him and no one answered.” (negative speculation with high certainty). Design Intention: Starting from the review of known knowledge, this link helps students establish a connection between new and old knowledge, reducing the difficulty of learning new grammar. By presenting typical examples and guiding students to discuss and summarize, it cultivates students’ autonomous exploration ability and logical thinking ability. The summary of possibility degree helps students clearly distinguish the usage of different modal verbs, laying a foundation for their correct application in context. Grammar Practice: Modal Verbs for Speculation (Consolidation and Application) Similar to the practice of ellipsis, this link also designs three levels of practice to help students consolidate and apply the usage of modal verbs for speculation. Level 1: Choose the appropriate modal verb to fill in the blanks. The teacher presents sentences related to the unit theme, such as: He has prepared for the exam for a long time; he ______ (must/may) pass it easily. The road is wet; it ______ (must have rained/might have rained) last night. She didn’t answer the phone; she ______ (can’t be/may not be) busy. Students complete the exercises independently, and then the teacher checks the answers and explains the reasons. For each question, the teacher emphasizes the possibility degree and the context requirements of the modal verb. Level 2: Rewrite the sentences by using modal verbs for speculation according to the given context. Examples: Context: He has been absent from class for two days. (speculate that he is ill) Rewrite: He has been absent from class for two days; he must be ill. Context: She looks very happy. (speculate that she has won the prize) Rewrite: She looks very happy; she may have won the prize. Students work in groups of three to complete the rewriting, and then each group shares their answers. The teacher comments on the answers, focusing on whether the modal verb is appropriate and whether the structure of past speculation is correct. Level 3: Situational discussion. The teacher sets a situational task: Suppose your classmate has been very quiet recently and doesn’t participate in group activities. Work in groups to speculate the reasons why he/she is quiet, using the modal verbs for speculation we have learned. Each group needs to put forward at least three speculations, and explain the reasons for each speculation. For example: “He might be worried about his exam.” “He must have met some difficulties.” “He may not be interested in the activities.” Students discuss in groups for 7 minutes, and then each group selects a representative to report their speculations. The teacher evaluates their performance, affirming the correct use of modal verbs and guiding students to put forward more reasonable speculations. Design Intention: The three-level practice helps students gradually master the usage of modal verbs for speculation from basic recognition to flexible application. The situational discussion combines grammar learning with real life, making students realize the practical value of grammar. Group discussion not only cultivates students’ cooperative learning ability and logical reasoning ability, but also improves their oral expression ability, which is in line with the requirements of English learning activity view. Comprehensive Activity: Theme-based Task To integrate the two grammar points learned in this lesson and combine them with the unit theme “No Limits”, the teacher designs a comprehensive situational task: “Challenging My Limits”. The task requires students to work in groups of 4 to complete the following three parts: Part 1: Brainstorming. Each group discusses a difficulty or challenge they may encounter in achieving their dreams (such as learning a new skill, participating in a competition, etc.), and writes down 3-4 challenges. When discussing, students need to use ellipsis to make the expression concise. Part 2: Speculation and Analysis. For each challenge, the group speculates the possible results (positive and negative) by using modal verbs for speculation, and analyzes the reasons for these results. For example: “If we try our best to practice speaking English, we may win the speech competition; if we give up easily, we can’t achieve our goal.” Part 3: Presentation and Sharing. Each group prepares a 3-minute presentation to introduce their challenges, speculations and analysis. In the presentation, students need to correctly use both ellipsis and modal verbs for speculation, and show the spirit of challenging limits. After the presentation, other groups can ask questions or give suggestions, and the teacher makes a summary and evaluation. During the group activity, the teacher walks around the classroom to guide students, helps students solve the problems encountered in using grammar, and reminds students to combine the unit theme. For groups with weak foundation, the teacher gives more guidance, such as providing sentence templates; for groups with strong ability, the teacher encourages them to use more complex sentences to improve their language expression ability. Design Intention: The comprehensive activity integrates the two grammar points into the theme-based task, realizing the combination of grammar learning and theme exploration. It not only helps students consolidate the grammar knowledge learned in this lesson, but also enables students to apply grammar in real communication. Group cooperation cultivates students’ cooperative learning ability and team spirit, and the presentation link improves students’ oral expression ability and public speaking ability. At the same time, the task guides students to think about their own dreams and challenges, and cultivates their spirit of courage to challenge limits, which is in line with the cultivation goal of core literacy. Summary and Reflection First, the teacher invites students to summarize the key points of this lesson: the usage of ellipsis and modal verbs for speculation. Students are invited to share what they have learned, and the teacher supplements and sorts out, emphasizing the key points and difficult points again: ellipsis should ensure the clarity of meaning, and the difference in possibility degree of modal verbs for speculation. Then, the teacher guides students to reflect on their learning process: “What have you learned in this lesson? What difficulties have you encountered? How did you solve them? What can you do to better master these grammar points?” Students think independently for 2 minutes, and then share their reflections with the whole class. The teacher affirms the progress of students, encourages students to sum up experience in time, and puts forward suggestions for improvement, such as reviewing grammar rules after class, doing more contextual exercises, and applying grammar in daily communication. Finally, the teacher makes a summary: Grammar is not only a set of rules, but also a tool for communication. We should master the correct usage of grammar, use it flexibly in context, and at the same time, learn from the spirit of challenging limits, bravely face difficulties in learning and life, and pursue our dreams unremittingly. Design Intention: The summary link helps students sort out the knowledge system of this lesson and deepen their understanding of key and difficult points. The reflection link guides students to think about their own learning process, cultivate their self-reflection ability and learning ability. The teacher’s summary combines grammar learning with the unit theme, integrating value shaping into knowledge teaching, and realizing the organic unity of knowledge, ability and emotion. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $