情态动词can教学反思范文第1篇
情态动词的特征：
1.在形式上，情态动词没有实义动词的各种变化。
2.在意义上，大多数情态动词有多个意义。
3.在用法上，情态动词与助动词一样，须后接动词原形。
情态动词各自的基本意义及用法
一、can 与could用法对比表
对比点 can could
1、表“能力” Can you lift this heavy box? I couldn’t understand what he said at all.
2、表“许可” You can use a different material instead. He said I could borrow his bike.
3、“怀疑” No, no, it can’t be true.
What on earth can this mean? We thought the story could not be true. How could you be so careless?
4、can与be able to 区别 1. could代替 can，表示语气更为婉转。
Eg. Could I use your bike? Yes, you can.
2. can (能够)=be able to(仅表能力时)，但be able to 表示一番努力后，才能做得到，且有更多的时态。
He was a good swimmer, so he __________ swim to the river bank when the boat sank.
A. could B. might C. shall D. was able to
二、may与 might用法对比表
对比点 may Might
1.表“询问” May I „?(=Can I „?) Might I „?(=Could I„?)(但比用may 更客气) 1
2.表“允许” You may take the boy there. He told me he might come .(might 与told相呼应)
3.表“可能”“或许” She may nor like this place. I’m afraid he might not like this play.
注： 1. May I„?的答语。
2.may可表示期望或祝愿
May you succeed !
3.may (might)用于目的状语从句中 肯定：Yes, you may.
否定：No, you mustn’t 不行(语气强硬)
No, you may not 或No, you’d better not.
The emperor gave them some gold in order that they might begin their work at once.
三、must与have to的用法对比表
对比点 must have to
1.表“必须” (主观看法)必须;没有过去式，可用于间接引语中。He told me I must do according to what he said. (客观需要)不得不，有多种时态。It’s raining heavily, we can’t go now.
2.疑问句 Must I „?
Yes, you must.(一定)
No, you needn’t./ you don’t have to.(不必) Do you have to go today?
Yes, we do.
否定句：You don’t have to worry about that.
四、need与dare的用法对比表
对比点 need dare
1.情态动词+动词原形
1)否定式
2)疑问式 He need not (needn’t)go.
----Need we do it again?
---No, you needn’t do it again. He dare not say so. 2
Dare she go out alone at night?
How dare you say I’m unfair?
If he dare do that, he’ll be punished.(条件句)
I dare say.(固定用法)
2.行为动词+带to不定式
1)肯定式
2)否定式
3)疑问式 He needs to go.
He doesn’t (does not)need to go.
Does he need to do it again?
No, he doesn’t need ot do it again. He dares to say.
He does not(doesn’t)dare to say.
If you dare to jump into the water from here, so dare I .
3. did not need to do
表示过去没有必要做 She didn’t need to attend the meeting yesterday, and she stayed with her children.(她没有参加)
五、should与ought to用法对比表
对比点 should ought to
1、表“应该” 表劝告、建议
You should listen to the doctor’s advice.
We should learn from Zhang Hua 表示“有责任有必要”做某事
You ought to finish your work before you go home.
We ought to help each other.
2、表“估计”
They should get home by now. 表示“非常可能”的事，可译为“总应该”
If we start to work right now, we ought to finish it before lunch.(午饭前应当能干完)
注： 1)、should还可在虚拟语气中的使用
2). 注意：ought to的疑问式及否定式
----Ought he to go? ----Yes, I think he ought to.
No, he oughtn’t to.
否定式：ought not to a或oughtn’t to do(不说ought to not do)
反疑问句：oughtn’t ______?
六、shall与will的用法对比表
shall Will
1. 征询对方意见或请求指示，用于第
一、三人称：
Shall I (we)„?
Shall he (she)„? Where shall I (we)wait for you? 1. 询问对方的意思或向对方提出要求：
Will you(please)„? Won’t you„?
Would you like to„?(用would替代will更客气)
----Won’t you go and see the film?你不去看电影吗?---Yes, I think I will. 不， 我想去。
2. 表示说话人的“意愿”有“命令”“警告”“强制”“允诺”“决心”等，用于第
二、三人称，要重读。
You shall do what I tell you ( to do).
我叫你干什么你就干什么。
Everything shall be done to save the ship.
一定要竭尽全力来拯救这艘船。 表示“意志”“意愿”，用于各种人称：
I won’t do anything you don’t like.
我不会做任何你不喜欢的事。
Would表示过去时间的“意志”“意愿”
Shylock would not take the money earlier.
夏洛克先前是不肯要钱的。
七：used to与would用法对比表
used to would
1.表示过去的动作、状态，重在与现在情况的对比，不一定要有时间状语。
I used to play cards a lot, but now I seldom play. 4
My hometown is not what it used to be. 1.只表示过去动作的重复，有明确的时间状语
I would go to see my grandfather on Sunday when he was in the middle school.
2.would 后只接表动作的动词，不接表认识或状态动词
He used to be nervous in the exam.
2.表示过去的习惯有时可互换：
When we were very young, we used to / would go skating every winter.
2. 表示过去的次数时，不能使用：
( √)We went to the Great Wall five times when we were young.
( X ) We used to go / would go to the Great Wall five times when we were young.
注：used to do的否定式：usedn’t to do 或didn’t use to do (usedn’t也可写作usen’t)
疑问式： Did you use to do ? Didn’t you use to do?
Used you to do? Usedn’t you to do?
情态动词表推测
情态动词表推测的意义：
1、大多数情态动词(除表‘能力、许可、意志’外)，都可以表示推测，其程度有差异。按其可能性程度的高低排列为： Must ﹥will ﹥would ﹥ought to ﹥ should ﹥ can ﹥ could﹥ may ﹥ might
肯定 完全可能 很可能 可能 有可能
2.注意区分情态动词的否定的含义：
may not或许不、可能不 might not可能不 can’t 不可能
mustn’t不许、禁止 shouldn’t不应该 needn’t 不必
3.情态动词表推测具体运用：情态动词可以对现在、进行、过去推测
S主+情态动词+be+adj 对“性质”“特征”的推测
S主+情态动词+be+n 对“职业”“事物”的推测
S主+情态动词+V原 对经常性行为的推测
S主+情态动词+be+V-ing 对进行着的行为的推测
S主+情态动词+have+PP 对过去的行为的推测
特别提醒：情态动词表推测时
1、 can只能用于否定句和疑问句
2、 must只能用于肯定句(它的否定句和疑问句其实就用can来代替了)
3、 如句中有情态动词 + 完成时，定是对过去的推测 。
4、 句中如有表示不肯定的话语，如：I am not sure; I don’t know 之类，常选may /might的各种形式
4. 记住下面几组表示反劝的特殊的表推测的形式
1). could + have + PP表示本来能做到，但事实上没有做到。 He could have finished the task on time, but the heavy snow came.
2). couldn’t +have + PP表示本来不能做到，但已经做到了。 She could not have covered the whole distance, but in fact she arrived ahead of time.
3) needn’t + have + pp表示本不必做的，但已经做到了。 She needn’t have attended the meeting yesterday, but she did.
4.) should/ought to +have + PP表示 该做而没有做 The plant is dead. I should/ought to have given ot more water.
5) shouldn’t/ oughtn’t to +have + PP表示 不该做而做了。 You oughtn’t to / shouldn’t have taken her bike without permission.
5. 记住下面对比：
must只能用于肯定句(它的否定句和疑问句其实就用can来代替了)
1.must + have + PP 表示对过去肯定的推测，译为“一定是，准是” The road is wet. It must have rained yesterday.
2.can + have + PP 表示对过去的推测(限于问句中) Can she have said so? 他可能这样说吗?
3.can’t + have + PP 表示对过去的否定推测 He cannot have said such a foolish thing.
情态动词表推测的反意疑问句
情态动词表推测的反意疑问句，简单来说，就是以情态动词后的时态为淮，如句子里有明确的时间状语，则以其为准。以 must 为例：
eg. 1. You must be hungry now, aren’t you?
2. He must be watching TV , isn’t he ?
3 Tom must have lived her for a long time, hasn’t he ?
4. She must have arrived yesterday, didn’t she?
情态动词can教学反思范文第2篇
1. 概念: 情态动词: 表示说话者的某些观点或态度的词语.如 “能” , “或许” , “必须” , “需要” , “应该” 等. 2. 情态动词主要有: can, may, must, need, should, … 这些情态动词后面 + 动词原形. 3. 用法
① can ⑴ 表示能力,意为”能, 会”. 如:
eg: I can play basketball. 我会打篮球.
---Can you play basketball ? 你会打篮球吗? --- Yes, I can. / No, I can’t. 是的, 我会. / 不, 我不会.
⑵ 表示怀疑、猜测，常用 be 连用, 放在否定句和疑问句中。如：
eg: He can’t be in the room. 他一定不在房间里.
⑶ 表示请求或允许, 多用于口语中, 意为”可以”, 相当于 may. 如:
eg: You can go now. 你现在可以走了.
② could ⑴ 是can 的过去式, 表示过去的能力. 如:
eg: I could swim when I was a child. 当我还是一个小孩子的时候我就会游泳了.
⑵ couldn’t: “不能” 用could 提问肯定和否定回答分别用 could, 和 couldn’t.
如:
eg: --- Could you skate last year? 你去年会滑冰吗?
--- Yes, I could. / No, I couldn’t. 是的, 我会. / 不, 我不会.
③ may ⑴ 表示推测, 意为“可能; 或许” 用于肯定句中.
eg: He may be a teacher. 他或许是一个老师.
⑵ 表示请求、许可， 意为”可以” 如: eg: ---May I borrow your book? 我可以借你的书吗?
--- Yes, you can. / No, you mustn’t. 是的, 可以. / 不, 你你禁止借书. 注意: 当由may 来提问的时候, 肯定回答我们用Yes, you can. 否定回答用 No, you mustn’t. ④ must ⑴ 表示“必须、应该“;
eg: You must do your homework. 你必须做作业.
⑵ 表示推测, “一定” 常与be 动词连用. eg: He must be in the classroom. 他一定在教室.
⑶ must + not = mustn’t 禁止
eg: You mustn’t smoke. 禁止吸烟.
⑷ must 放于句首提问, 肯定回答Yes, you must. 否定回答 No, you needn’t.
⑸ must 与 have to 的区别：
must强调主观的看法.
have to 强调的是客观因素. eg: I must do my homework. 我必须做作业.(个人看法)
I have to go home now, because my mother is ill. 我不得不回家，因为我妈妈病了.(客观原因所导致)
⑤ need ⑴ 作情态动词使用后跟动词原形. You needn’t come here so early.
⑵ 作实义动词使用后接to do, He needs to drink some water. 他需要喝些水. 变否定句: He doesn’t need to drink any water.
变疑问句: Does he need to drink any water? Yes, he does. / No, he doesn’t.
⑥ should “应该” 一般指应尽的某种义务.
eg: As a student, we should finish our homework. 作为一个学生，我们应该完成作业.
练习：
(
) 1. Mr Wang ______ be in Nanjing now, he went to Beijing only this morning.
A. mustn’t
B. may not
C. can’t
D. needn’t (
) 2. –Must I saty at home, Mum?
--No, you ______.
A. needn’t
B. mustn’t
C. don’t
D. may not (
) 3. –Can you go swimming with us this afternoon?
--Sorry, I can’t. I _____ take care of my little sister at home because my mother is ill.
A. can
B. may
C. would
D. have to (
) 4. –May I go to the cinema, Mum? --Certainly. But you ______ be back by 11 o’clock.
A. can
B. may
C. must
D. need (
) 5. To make our city more beautiful, rubbish ______ into the river.
A. needn’t be thrown
B. mustn’t be thrown
C. can’t throw
D. may not throw (
) 6. –May I go out to play basketball, Dad? --No, you ______. You must finish your homework first. A. mustn’t
B. may not
C. couldn’t
D. needn’t (
) 7. –Where is Jack, please ?
--He _____ be in the reading room. A. can
B. need
C. would
D. must (
) 8. –Who is the man over there? Is it Mr Li?
--No, it ______ be him. Mr Li is much taller. A. musn’t
B. may not
C. can’t
D. needn’t
(
) 9. These books ______ out of the reading room. You have to read them here.
A. can’t take
B. must be taken
C. can take
D. mustn’t be taken (
) 10. –Mum, may I watch TV now?
--Sure, but you ______ help me with my housework first.
A. can
B. may
C. must
D. could (
) 11. The boy said he had to speak English in class, but he ______ speak it after calss.
A. could
B. didn’t have to
C. might
D. shouldn’t (
) 12. –Must we hand in the papers now?
--No, you ______.
A. can’t
B. may not
C. mustn’t
D. needn’t (
) 13. John ______ go there with us tonight, but he isn’t very sure about it.
A. must
B. can
C. will
D. may (
) 14. Even the top students in our class can’t work out this problem. So it ______ be very difficult.
A. can
B. may
C. must
D. need (
) 15. Put on more clothes. You ______ be feeling cold with only a shirt on.
A. can
B. could
C. would
D. must (
) 16. It’s still early. You ______.
A. mustn’t hurry
B. wouldn’t hurry
C. may not hurry
D. don’t have to hurry (
) 17. –May I stop here?
--No, you ______.
A. mustn’t
B. might not
C. needn’t
D. won’t (
) 18. A computer ______ think for itself, it must be told what to do.
A. can’t
B. couldn’t
C. may not
D. might not (
) 19. –Could I borrow your dictionary?
-- Yes, of course you _______.
A. might
B. will
C. can
D. should (
) 20. Peter ______ come with us tonight, but he isn’t very sure yet.
A. must
B. may
C. can
D. will (
) 21. Michael ______ be a policeman, for he’s much too short.
A. needn’t
B. can’t
C. should
D. may (
) 22. ______ I know your name?
A. May
B. Will
C. Shall
D. Must (
) 23. You ______ be more careful next time.
A. have to
B. may
C. must
D. might (
) 24. You ______ miss the lesson, though we ______ have it on Thursday.
A. mustn’t; needn’t
B. needn’t; mustn’t
C. mustn’t; mustn’t
D. needn’t; needn’t (
) 25. This pen looks like mine, yet it isn’t. whose ______ it be?
A. must
B. may
C. would
D. can (
) 26. What kinds of homes will we live in the future? Nobody ______ be sure, but scientists are working out new ideas now.
A. will
B. may
C. can
D. must (
) 27. I ______ like to know where you were born.
A. shall
B. should
C. do
D. may (
) 28. ______ you be happy!
A. Might
B. Must
C. Wish
D. May (
) 29. A teacher ______ do every exercise, but a student must.
A. may not
B. needn’t
C. can’t
D. mustn’t (
) 30. The matter ______ be changed into a gas, but it _______ be heated to its boiling point.
A. may; needn’t
B. may; can
C. mustn’t; needn’t
D. can; must (
) 31. Teachers and students ______ look coldly at you for a day or two, but there are friendly feelings in their hearts.
A. must
B. can
C. may
D. should (
) 32. Cars and buses ______ stop when the traffic lights turn red.
A. can
B. need
C. may
D. must (
) 33. –Do you think his story ______ true? --I don’ think so. But it sounds good.
A. must be
B. may be
C. can be
D. has to be (
) 34. Look out! The knife is very sharp. You ______ cut your finger.
A. need
B. must
C. should
D. may (
) 35. –How long ______ the book be kept?
--For two weeks, but you ______ return it on time.
A. can; may
B. may; need
C. can; must
D. must; need (
) 36. – May I have an apple, Mum?
--Certainly. But you ______ wash your hands first?
A. may
B. must
C. can
D. need (
) 37. –There is a lot of smoke coming out of the teaching building there.
--Really? It ______ be a fire, most probably.
A. can
B. ought to
C. may
D. must (
) 38. –Shall I tell John about the bad news?
--No, you ______. I think that will make him sad.
A. needn’t
B. wouldn’t
C. shouldn’t
D. mustn’t (
) 39. –Could I call you by your first name?
--Yes, you ______.
A. will
B. could
C. may
D. might (
) 40. –Let’s go to the cinema, shall we?
-- _______.
A. No, I can’t
B. Yes, I will
C. Yes, thank you
D. No, we’d better not (
) 41. --______ the man over there be our new teacher?
--He ______ be, but I’m not sure.
A. May; mustn’t
B. Can; may
C. Must; can’t
D. Can; can’t (
) 42. –Someone is knocking at the door. Who ______ it be?
--It ______ be Tom. He is still in the school.
A. can; can’t
B. can; mustn’t
C. might; could
D. might; may (
)43. Lily finished _______ the book yesterday.
A. read
B. reading
C. to read
D. reads (
) 44. Susan’s parents have bought a large house with a swimming pool. It _______ be very expensive.
A. must
B. can
C. mustn’t
D. can’t (
) 45. –The room is so dirty. _______ we clean it?
-- Of course.
A. Will
B. Would
C. Do
情态动词can教学反思范文第3篇
情态动词的特征：
1.在形式上，情态动词没有实义动词的各种变化。
2.在意义上，大多数情态动词有多个意义。
3.在用法上，情态动词与助动词一样，须后接动词原形。
情态动词各自的基本意义及用法
一、can 与could用法对比表
对比点 can could
1、表“能力” Can you lift this heavy box? I couldn’t understand what he said at all.
2、表“许可” You can use a different material instead. He said I could borrow his bike.
3、“怀疑” No, no, it can’t be true.
What on earth can this mean? We thought the story could not be true. How could you be so careless?
4、can与be able to 区别 1. could代替 can，表示语气更为婉转。
Eg. Could I use your bike? Yes, you can.
2. can (能够)=be able to(仅表能力时)，但be able to 表示一番努力后，才能做得到，且有更多的时态。
He was a good swimmer, so he __________ swim to the river bank when the boat sank.
A. could B. might C. shall D. was able to
二、may与 might用法对比表
对比点 may Might
1.表“询问” May I „?(=Can I „?) Might I „?(=Could I„?)(但比用may 更客气) 1
2.表“允许” You may take the boy there. He told me he might come .(might 与told相呼应)
3.表“可能”“或许” She may nor like this place. I’m afraid he might not like this play.
注： 1. May I„?的答语。
2.may可表示期望或祝愿
May you succeed !
3.may (might)用于目的状语从句中 肯定：Yes, you may.
否定：No, you mustn’t 不行(语气强硬)
No, you may not 或No, you’d better not.
The emperor gave them some gold in order that they might begin their work at once.
三、must与have to的用法对比表
对比点 must have to
1.表“必须” (主观看法)必须;没有过去式，可用于间接引语中。He told me I must do according to what he said. (客观需要)不得不，有多种时态。It’s raining heavily, we can’t go now.
2.疑问句 Must I „?
Yes, you must.(一定)
No, you needn’t./ you don’t have to.(不必) Do you have to go today?
Yes, we do.
否定句：You don’t have to worry about that.
四、need与dare的用法对比表
对比点 need dare
1.情态动词+动词原形
1)否定式
2)疑问式 He need not (needn’t)go.
----Need we do it again?
---No, you needn’t do it again. He dare not say so. 2
Dare she go out alone at night?
How dare you say I’m unfair?
If he dare do that, he’ll be punished.(条件句)
I dare say.(固定用法)
2.行为动词+带to不定式
1)肯定式
2)否定式
3)疑问式 He needs to go.
He doesn’t (does not)need to go.
Does he need to do it again?
No, he doesn’t need ot do it again. He dares to say.
He does not(doesn’t)dare to say.
If you dare to jump into the water from here, so dare I .
3. did not need to do
表示过去没有必要做 She didn’t need to attend the meeting yesterday, and she stayed with her children.(她没有参加)
五、should与ought to用法对比表
对比点 should ought to
1、表“应该” 表劝告、建议
You should listen to the doctor’s advice.
We should learn from Zhang Hua 表示“有责任有必要”做某事
You ought to finish your work before you go home.
We ought to help each other.
2、表“估计”
They should get home by now. 表示“非常可能”的事，可译为“总应该”
If we start to work right now, we ought to finish it before lunch.(午饭前应当能干完)
注： 1)、should还可在虚拟语气中的使用
2). 注意：ought to的疑问式及否定式
----Ought he to go? ----Yes, I think he ought to.
No, he oughtn’t to.
否定式：ought not to a或oughtn’t to do(不说ought to not do)
反疑问句：oughtn’t ______?
六、shall与will的用法对比表
shall Will
1. 征询对方意见或请求指示，用于第
一、三人称：
Shall I (we)„?
Shall he (she)„? Where shall I (we)wait for you? 1. 询问对方的意思或向对方提出要求：
Will you(please)„? Won’t you„?
Would you like to„?(用would替代will更客气)
----Won’t you go and see the film?你不去看电影吗?---Yes, I think I will. 不， 我想去。
2. 表示说话人的“意愿”有“命令”“警告”“强制”“允诺”“决心”等，用于第
二、三人称，要重读。
You shall do what I tell you ( to do).
我叫你干什么你就干什么。
Everything shall be done to save the ship.
一定要竭尽全力来拯救这艘船。 表示“意志”“意愿”，用于各种人称：
I won’t do anything you don’t like.
我不会做任何你不喜欢的事。
Would表示过去时间的“意志”“意愿”
Shylock would not take the money earlier.
夏洛克先前是不肯要钱的。
七：used to与would用法对比表
used to would
1.表示过去的动作、状态，重在与现在情况的对比，不一定要有时间状语。
I used to play cards a lot, but now I seldom play. 4
My hometown is not what it used to be. 1.只表示过去动作的重复，有明确的时间状语
I would go to see my grandfather on Sunday when he was in the middle school.
2.would 后只接表动作的动词，不接表认识或状态动词
He used to be nervous in the exam.
2.表示过去的习惯有时可互换：
When we were very young, we used to / would go skating every winter.
2. 表示过去的次数时，不能使用：
( √)We went to the Great Wall five times when we were young.
( X ) We used to go / would go to the Great Wall five times when we were young.
注：used to do的否定式：usedn’t to do 或didn’t use to do (usedn’t也可写作usen’t)
疑问式： Did you use to do ? Didn’t you use to do?
Used you to do? Usedn’t you to do?
情态动词表推测
情态动词表推测的意义：
1、大多数情态动词(除表‘能力、许可、意志’外)，都可以表示推测，其程度有差异。按其可能性程度的高低排列为： Must ﹥will ﹥would ﹥ought to ﹥ should ﹥ can ﹥ could﹥ may ﹥ might
肯定 完全可能 很可能 可能 有可能
2.注意区分情态动词的否定的含义：
may not或许不、可能不 might not可能不 can’t 不可能
mustn’t不许、禁止 shouldn’t不应该 needn’t 不必
3.情态动词表推测具体运用：情态动词可以对现在、进行、过去推测
S主+情态动词+be+adj 对“性质”“特征”的推测
S主+情态动词+be+n 对“职业”“事物”的推测
S主+情态动词+V原 对经常性行为的推测
S主+情态动词+be+V-ing 对进行着的行为的推测
S主+情态动词+have+PP 对过去的行为的推测
特别提醒：情态动词表推测时
1、 can只能用于否定句和疑问句
2、 must只能用于肯定句(它的否定句和疑问句其实就用can来代替了)
3、 如句中有情态动词 + 完成时，定是对过去的推测 。
4、 句中如有表示不肯定的话语，如：I am not sure; I don’t know 之类，常选may /might的各种形式
4. 记住下面几组表示反劝的特殊的表推测的形式
1). could + have + PP表示本来能做到，但事实上没有做到。 He could have finished the task on time, but the heavy snow came.
2). couldn’t +have + PP表示本来不能做到，但已经做到了。 She could not have covered the whole distance, but in fact she arrived ahead of time.
3) needn’t + have + pp表示本不必做的，但已经做到了。 She needn’t have attended the meeting yesterday, but she did.
4.) should/ought to +have + PP表示 该做而没有做 The plant is dead. I should/ought to have given ot more water.
5) shouldn’t/ oughtn’t to +have + PP表示 不该做而做了。 You oughtn’t to / shouldn’t have taken her bike without permission.
5. 记住下面对比：
must只能用于肯定句(它的否定句和疑问句其实就用can来代替了)
1.must + have + PP 表示对过去肯定的推测，译为“一定是，准是” The road is wet. It must have rained yesterday.
2.can + have + PP 表示对过去的推测(限于问句中) Can she have said so? 他可能这样说吗?
3.can’t + have + PP 表示对过去的否定推测 He cannot have said such a foolish thing.
情态动词表推测的反意疑问句
情态动词表推测的反意疑问句，简单来说，就是以情态动词后的时态为淮，如句子里有明确的时间状语，则以其为准。以 must 为例：
eg. 1. You must be hungry now, aren’t you?
2. He must be watching TV , isn’t he ?
3 Tom must have lived her for a long time, hasn’t he ?
4. She must have arrived yesterday, didn’t she?
情态动词can教学反思范文第4篇
二、Teaching Aims: 1.Use can talk about the ability at present. 2.Use could talk about ability in the past.
三、Teaching Key and Difficult Points: How to use “can” and “could” to express ability in the present and past.
四、Teaching Methods: Task-Based Language Teaching Method
五、Teaching Procedures: Step 1：Warming up
Task 1: Revision T: What can you do now? S1: I can sing. S2: I can draw S3: I can dance. T: Can you ride a bike / swim / fly a kite / play football / play chess? Ss:Yes , I can. / No, I can’t.
Task 2: Playing a game T: Now let us play a game. Five students come to the front and perform for to my instructions.and gestures.The others answer my questions. T : What can she do? Ss : She can ride a bike /swim/ fly a kite/ play football / play chess . T: Can she swim/ fly a kite/play football /play chess. Ss: Yes ,She can? No, she can’t. T: Say the whole sentences: eg: A can ride a bike. He can’t / cannot swim. Step 2: Presentation T: Can you ride a bike now? S1:Yes. I can T:Could you ride a bike five years ago ?
Yes, I could./ No, I couldn’t ( Help him answer) S1:Yes, I could./ No, I couldn’t. T: we can use “could” t talk about the past
.e.g I can play computer now .But, last year I couldn’t play. T: Could you row a boat last year? S1:Yes I could . No, I couldn’t.
T: Could she he row a boat last year?( Ask other students) Ss: Yes she he could . No she he couldn’t T:Yes , A could ride a bike five years ago. He couldn’t swim five years ago.
the class according (Teach the students to say the whole sentences): A could ride a bike five years ago. He couldn’t swim five years ago.) (Ask other students in the same ways) Step 3: Practice :work in pairs T: Ask your partner more questions eg: Could he / she …?
(Yes, he / she could. / No, he / she couldn’t.) ... Step 4: Production Task 3: Explanation T: Let’s work out the rule.
① 肯定句式: can could
② 否定句式: can’t couldn’t
③ 疑问句式: Can „?Could „?
T: We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.
eg.①Mike can sing more than 20 English songs.
Mike is able to …
②She could speak English when she was four. She was able to…
情态动词can教学反思范文第5篇
二、如何变否定句：
1. 有be动词(am，is，are)，情态动词can, may, would的，直接在这些词提后加not，可缩写。
2. 实意动词作谓语的，在谓语动词前加don’t或doesn’t，谓语动词用原形。 3. 在否定句中，some变any，and变为or。
三、固定搭配
1. 使用动词原形(do)的几种情况：
① 助动词(do，does)及情态动词(can，may，would)后跟动词原形;
② 祈使句的句首用动词原形;
③ help sb. do sth.(帮助某人做某事)let sb. do sth. (让我们做某事)。 2. 使用动词不定式(to do)的几种情况：
① to do作目的状语，如：Come to visit
② to do作定语，如：a funny time to eat breakfast; a good place to visit, sth. to eat/drink;
③ want to do =would like to do(想做某事);want sb to do =would like sb to do(想让某人做某事);hope to do=wish to do(希望做某事);help sb. to do sth.(帮助某人做某事)
like/love to do(喜欢做某事;某次具体的);ask/tell sb (not) to do(要求/告诉某人(不)做某事);learn to do(学习做某事);need to do(需要做某事);teach sb to do(教给某人做某事)
2. 使用动词ing(doing)的几种情况：
①介词后，如：with，at，in, on, about, for …
② like/love doing(喜欢做某事;习惯性的);enjoy doing(喜欢做某事); have fun doing(做某事开心)，be busy doing (忙于做某事);
考试注意事项：
1. 考前听十分钟听力，背Unit1-10所有黑体词，背Units6-10的grammar focus和3a。看作文与错题。
2. 听力阅读一遍，开始答题。
3. 单词注意名词的单复数，动词的单三以及doing形式。 4. 作文审清题，打草稿，改错，工整的抄上。
情态动词can教学反思范文第6篇
教学目标：
1.知识目标：掌握本课的大纲词汇和情态动词can的用法。
2.能力目标：1)能听懂会不会那些体育运动项目话题的有关的简单会话。
2)能用can或can„t表述会不会那些体育运动项目。 3.文化意识：了解国内外常见的体育运动项目，以及运动项目的种类。 4.学习策略：培养学生在大信息量(许许多多的运动项目中)的语言活动中搜索处理语言信息，发现，归纳学习重点，从而掌握本单元重点学习内
容。
教学内容： 1.大纲词汇sport, throw, race, field, 新课标词汇high jump, long jump, event, track
2.句型 he can / can‟t …
教学重点： 用情态动词can表示会不会那些体育运动项目的句子
教学手段： 多媒体。
教学步骤
教学第一个环节： 创设情景，导入新课
1. 将有关表示体育运动项目的图片由运动员进行曲连接起来，向
学生们展播，从而引出sports meeting和sports event词汇。 2. 要求学生以brainstorm的方式说出what sport they know 3.把学生已知和未知的有关体育运动项目的 图片和单词卡片给学生(4人一组)把词
与图联系起来。 (这是学生们做练习的情景) (以下是课堂练习内容)
baseball skate swim basketball badminton ski football 100-meter hurdles high jump tennis surf table tennis long jump 100-meter race shot put long jump
4. 学习新单词
throw the shot put do the high jump do the long jump do the 200 – meter run run the 110-meter hurdles
5. 检查单词
1)个人或集体朗读单词。
2)做游戏(根据老师所给的图片一人比划另一人猜出这个单词或一人用英语说出图片的意思另一人 猜出这个单词。(3组练习)
设计意图：教材1.1中教学内容生词量较大，平时又很少遇到，学习起来比较枯燥，难以记住。但用音乐将图片连接起来，充满激情的音乐营造了欢快的学习气氛，使学生情绪高涨，同时又陶冶了学生的情操。说出已知的单词和图与词连接的练习，可以展示学生自主学习的成果。让学生听着音乐，看着图片，在不知不觉中学习了单词，并自然而然地让学生融于英语学习的情境中，大大激发了他们的学习兴趣，又以游戏的形式检查单词，有趣的画面，难忘的表演，吸引了学生的注意力加深了他们对单词的印象。为后面的学习内容打下了基础
在这个教学环境中，学生是活动的主体，教师只充当了“节目主持人”的角
色。
第二个环节：师生互动，学习探究
1. 看海报，回答问题 t: what‟s the poster about?
ss: sports events
t: how many events for boys?
ss: ten
t: how many events for girls?
ss: seven 2.听录音完成1.1练习(巩固所学单词)
3听录音完成1.2练习。
gary can run the 110-meter hurdles. true false he can do the high jump. true false he‟s fast. true false he can‟t throw the shot put. true false he can do the long jump. true false 4.让学生朗读1.2和1.3的句子 。学生通过观察，讨论，总结，归纳can
的用法。 设计意图：
听的环节是“输入”的过程，带着问题听，让学生在听的过程中有的放矢，有效捕捉信息，同时又提醒学生注意观察并发现需要注意的表达方式，为后面的语言实践准备实用句型。这种让学生在具体的语境中发现新句型的教学方法，能有效地提高学生分析问题和解决问题的能力，避免了传统的教师为主体的抽象的语法说教，调动了学生思维积极性，给学生提供了提高观察能力，分析能力和归纳总结能力的发展平台。学生们以小组讨论的方式进行观察，探讨，分析，归纳，得出正确结论。让所有的学生都参与讨论探究，这既体现了以学生发展为本的教育思想，又调动了学生的积极性与创造性。学生们自己发现的规律要比老师讲解所学到的规律在脑海中
的印象深刻得多，理解的透彻。 第三个环节：合作交流，巩固提高
1.看图说话 (i can / can‟t… he can / can‟t… they… we…
设计意图：
在这个环节中，我向学生提供了 具有直观性的图画，让学生觉得有内 容说，新学的句型在这一活动中得到
充分运用和巩固。
(学生练习时的情景) 2.做链接游戏 4人一组。 第一个同学说 i can swim. 第二个同学说 i can‟t swim, but i can skate 第三个同学说：i can‟t skate, but i can do
the high jump. 第四个同学说：i can‟t do the high jump, but i can do the long jump.
设计意图：
变换语境操练是机械模仿进一步的发展，对语言运用的能力的要求又有所提高，有利于开发学生的创新能力和求异思维能力，这样的活动增加了
趣味性，使紧张的气氛得到缓解。 3. 采访同学看谁能做：要求用句型 can you do…提问，用 i can…
根据我课前调查我写了以下词组
play basketball，
sing well run fast, dance well, play the piano, run the 100-meter race. 学生们可以下位子采访，谁先找到这六位同学，谁得第一，并给与奖励。我又让能唱能跳的学生在班上即兴表演，又一次掀起了高潮。
设计意图：
新课程标准倡导主动参与，乐于探索，勤于思考，培养学生收集和处理语言信息的能力。通过这一环节的练习，不但学生的语言技能得到了提高，而且他们的情感态度和学习策略都得到了培养，同时他们的语言知识还得到了复习和巩固。这样的练习可以充分调动学生的参与热情，激发学生的
学习兴趣。
4. 让学生用what can you do? 及本节课所学的句型编一个对话，内容是学生会体育部和文艺部招聘人员。(两人一组)
a: what club do you want to join? b: we want to join the music club./ the sports club.
a: ___________________? b: i can sing / play basketball. a: ___________________?
b: yes, i can.
a: ____________________?
b: no, ________________. a: ok. welcome to join us.
设计意图：
让学生体验不同的角色，参与实践，合作交流，从而提高语言的运用能力。让所有学生全面参与，使学生的思维一直处于积极的状态，提高课堂教学
质量 教学反思：