Modal Verbs in English





Modal verbs are a unique part of the English language. They are used to express abilities, advice, possibilities, obligations, and permissions. In this presentation, we will explore the usage and examples of modal verbs commonly used in middle school English.

The Main Modal Verbs:


The most common modal verbs used in English are can, could, may, might, shall, should, will, would, must, and ought to. Let\'s take a closer look at each one of these modal verbs and how they are used.

- Can/Could:

These modal verbs are used to express abilities or possibilities. For example:

\"I can swim.\" (我会游泳。)

\"Could you pass me the salt, please?\" (请你递给我盐好吗?)

- May/Might:

May and might are used to express possibilities or permissions. For example:

\"You may leave the classroom now.\" (你现在可以离开教室。)

\"She might come to the party tonight.\" (她可能今晚会来参加派对。)

- Shall/Should:

Shall is used to make suggestions or give advice, while should is used to express obligations or recommendations. For example:

\"Shall we go to the park tomorrow?\" (明天我们去公园好吗?)

\"You should finish your homework before watching television.\" (你应该在看电视之前完成作业。)

- Will/Would:

Will is used to express future actions, while would is often used to talk about hypothetical situations. For example:

\"I will call you later.\" (我等会儿会打电话给你。)

\"If I were you, I would choose the blue dress.\" (如果我是你,我会选蓝色的裙子。)

- Must/Ought to:

Must is used to express strong obligations or necessities, while ought to is used to suggest a course of action. For example:

\"You must complete this assignment by tomorrow.\" (你必须在明天之前完成这个作业。)

\"You ought to apologize for your behavior.\" (你应该为你的行为道歉。)


Modal verbs are essential in expressing various meanings and intentions in English. They provide us with the ability to communicate abilities, permissions, obligations, and suggestions. By understanding the usage of modal verbs, you can improve your overall English language skills.



7上:Unit 10 Can you play the guitar?

8上:Unit 2 Whats the matter?

8上:Unit 5 Can you come to my party?

8上:Unit 11 Could you please clean your room?

8下:Unit 2 What should I do?

9全: Unit 3 Teenagers should be allowed to choose their own clothes。(情态动词的被动)很高兴为你解答 O(∩_∩)O




Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《 foreign language teaching and research press》Book , .let me talk about this lessson as the following:一、 教材分析:Analysis of the Teaching material二、教学目标:Teaching alms and demands:三、教学重难点:Teaching keys and difficulties:四、教学方法:Teaching methods:五、教学工具:Teaching aids:六、教学过程:Teaching procedures:七、板书设计:Blackboard Design.八 教学评价与反思Now,let me talk about the teaching material first.本课时所教的是外研社高一上学期使用的必修2 Mudule6。本模块介绍了------------------------------------------------------------------这节课学习的 是listening and vocabulary和speaking部分的内容,是本模块的第三课时,要求通过听的活动了解和学习有关----------------------------的词汇,培养表达结果,做总结的逻辑思维能力和获取信息的能力。Speaking 讨论了------------------------------在这节课之前,学生学习了reading and vocabulary,通过阅读文章,已经掌握了部分------------------------的词汇,本课由复习旧课入手,引入新课的新词汇,并以听说为主线,对--------------------------------------这一主题进行延伸和拓展。Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard. I will talk about it from Knowledge objects , Ability objects and emotion objects:知识目标:见教参能力目标:见教参德育目标见教参(1)-----------------------------------------------------------------------------(2)--------------------------------------------------------------------------Next , according to the new teachingstand and the teaching content , I made out the key points and the difficult points of this lesson:(1)握重点词汇与短语,如:------------------------------------------(2)语法方面掌握 ---------------------------------以及一些有用的表达式和句子结构。(3)加深学生对于文章的理解,发展学生听、说、读、写的基本技能,提高初步运用英语进行交际的能力,侧重提高阅读能力。Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.

Studying Methods:

Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.也就是说,为了更好地实现任务式教学和探究式教学,我采用了一下教学方法:1、速读法:根据高中英语教材侧重阅读理解这一特点,让学生快速阅读,以尽快了解文章的大意。2、问答法:帮助学生理解文章的细节3、翻译法:适当地运用翻译可帮助学生理解文章的难点4、讨论法:通过Pair work.Group work.让学生都得到一次口语训练的机会,教师应设计一些适当的话题。5、快乐教学法:即教师在教学过程中,要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统,创造一种和谐的学习氛围,让老师教得开心,学生学得开心。【本课时主要以听说教学为主线,以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线,贯穿听说读写综合技能的培养,针对学生听力理解障碍,在教学中遵循“循序渐进”的原则,进行知识的输入,技能的培养,和文化知识的渗透,良好学习策略的培养。本课时采用多媒体教学,给予学生更直观的感受,也加快了教学的节奏。课前教师要从网上下载一些相关的图片和资料。】TEACHING AIDS: (教学辅助手段)Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or AuthorwareTeaching Process:In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.Step1 Revision and lead-inStep2 Presentation and practice.It contains some small steps such as Listening ,Reading , Disoussion etc.Step3 Task time.This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this passage and everyday life experience according to the given situation (show it on the screen using a multi-media computer). This step is employed to create a language environment for students’ communication in the class; If the students can finish this task well, they will benefit a lot in their spoken English.Step4 Consolidation and extension.Finish Exx 1 and 3 orally, left Ex 2 as written work.Ex. 1 revises the Object Clause(宾语从句). When transforming(变换) the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. Ex. 2 is a revision of the Modal Verbs(情态动词) and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Step5 Homework1.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students. Step6 Blackboard Design. (Show on the CAI)在整个课程中,我的思路是这样的:教学之初,给学生呈现一些--------------图片,让学生首先从视觉的角度对要学习的内容有一个深刻的认识;在进入课文的学习之前,先粗略地复习上一节课所学的相关的词汇,要求学生用简单英语解释,但允许学生自主选择想解释的词汇。既减少了 学生的胆怯心理,又达到了运用语言的目的:通过对于本文的语言片段的学习,以及围绕着它所作的拓展训练,培养学生理解含有所学生词的句子和段落并获取信息,找出段落和文章的从属关系,培养学生对因果关系的判断分析能力,归纳分析能力和表达能力。Anyway, the teaching of this lesson aims to develop not only the Ss language technical abilities, but also the diverse intelligence by integrated teaching methods.

As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.

Above is the lecture notes of my lesson. Thank you!


【 #课件# 导语】课件设计和运用,一定要结合教学内容等多方面的客观条件,具体问题具体对待。做的得体,会收到意想不到的好效果,反之,则会事与愿违,如若枯燥乏味的课件必然会使学生失去学习兴趣,而精心设计好一个课件,因势利导,就能紧扣学生的活动心理,活跃其思维,增强其学习兴趣,从而大大提高学生的积极性。下面是 整理分享的初中英语课件,欢迎阅读与借鉴。 1.初中英语课件 一、教材分析定语从句是本单元的语法要点,是在1-8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在,体会不同类型音乐的特点,学会热爱生活;能用简单的定语从句形式表述自己的观点。通过本节的学习,增强学生对复合句的理解,提高其对此句式的应用能力。二、三维目标1、知识目标:掌握本单元基本词汇,学会恰当的使用引导词that ,who2、能力目标1)掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”2)能够自如地谈论自己所喜欢的音乐和音乐家。3、情感目标:通过学生谈论对音乐和音乐家的好恶,从而使学生学会欣赏音乐的美。三、教学重点1)本节课的教学重点是学会并掌握先行词为物或者人时,引导词“that ,who ”的使用方法。2)“prefer …to…”的用法3)掌握有关音乐的词汇和相关的词组,能够比较流利地描述自己喜欢的音乐,运用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”四、教学难点定语从句运用五、教学策略采用任务型语言教学,实施情境教学法、小组合作探究法、情感激励法。六、教学准备自制多媒体课件(PowerPoint);录音机(A tape recorder)七、教学环节1、课堂导入⑴ Warming up⑵ Discuss: Do you like music? What kind ofmusic do you know?⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..(多媒体出示)⑷Let Ss read 1a. Explain the sentences:I prefermusic that has great lyrics=I like music that has great lyrics better.lyrics:the plural form is often used.Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.2、课堂讲授Explain attributive clauses.定语从句:在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时,用关系代词who引导,先行词是“物”时,用关系代词that来引导I love singers who write their ownmusicI like music that I can dance to.a. that即可代表事物也可代表人,which代表事物;它们在从句中作主语或宾语,that在从句中作宾语时常可省略关系词,which在从句中作宾语则不能省略。如果which在从句中作“不及物动词+介词”的介词的宾语,注意介词不要丢掉,而且介词总是放在关系代词which的前边,但有的则放在它原来的位置。b.which作宾语时,根据先行词与定语从句之间的语义关系,先行词与which之间的介词不能丢。c.代表物时多用which,但在带有下列词的句子中用that而不用which,这些词包括all,anything, much等,这时的that常被省略。d.who和whom引导的从句用来修饰人,分别作从句中的主语和宾语,whom作宾语时,要注意它可以作动词的宾语也可以作介词的宾语。e.where是关系副词,用来表示地点的定语从句。3、课堂练习Fill inthe blank with who that1).I have a brother _______likes soccer.2)Tom doesn’t like movies_______are too long and too scary.3) We prefer groups ________ play loud and energetic songs.4) He likes friends_________ often help each other4、课堂活动1)Askand answer in pairs:What kindof music do you like best? Why?I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.2)Listento four pieces of music .Then practice the conversation in pairs.3)Showseveral pictures and introduce their favorite singers ,groups and so on.4)Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.5)Listenand complete 1b,2a and 2b.5、课堂小结在定语从句中,先行词是“人”时,用关系代词who引导,先行词是“物”时,用关系代词that来引导。I love singers who write their ownmusicI like music that I can dance to.who / that 在定语从句中做主语时,谓语动词的单复数应与先行词保持一致I prefershoes that are cool.I like apizza that is really delicious.I lovesingers who are beautiful.I have afriend who plays sports.6、作业布置Write a composition about the kinds of the friends they likeand dislike八、教学反思通过本单元的学习,不仅能使学生学会本单元的功能句,而且通过创设情境调动学生的积极性和自主性,使学生敢于用英语交流和表达,学习中遇到困难,愿意主动向他人请教,并有较强的合作精神,使学生进一步体会到英语学习的快乐与成就。2.初中英语课件 《英语课程标准—英语》强调基于语言习得的教学环境的研究成果,课堂中师生和生生的互动和交际有助于学生运用语言,学生在完成任务的过程中产生语言的习得,并最终达到掌握语言的目的。但现实往往会有些偏差。因为初三课堂复习任务重时间紧,很多时候的课堂还是教师讲,学生记的填鸭式教学,课堂气氛沉闷,学生的学习激情不够。课堂效果可想而知。笔者针对初中学生的年龄特征和教学内容,以学生为主体,在课堂教学上创设了各种情景,目的是让学生意识到,学习语言是为了进行交际,语言是一种交际的工具、手段,是生活的一部分,激发了学生学习英语的兴趣,调动了他们的学习积极性,并运用各种手段,培养了他们的语言交际能力。(一)音乐渲染导入,情境油然而生。在课前2-4分钟播放优美动听的经典英文歌曲或熟悉的音乐,一方面,可以使学生安静下来,对学生起到心理放松的作用,能使学生迅速进入角色;另一方面,可以有效用来导入新课,特别对于上午第四节课或下午的课更有效。在处理新目标英语九年级Unit 6 I like music that I can dance to , Period One 时教师就进行了音乐情境的创设。在上课铃响之前2分钟左右教师走进教室,播放理查德的钢琴曲《致爱丽丝》,同学们一听到那么美妙的声音马上都安静了下来,坐在位置上静静地欣赏。马上铃声响起,同学们好似没回过神来,教师也没有再刻意地说“上课起立”,而是问同学T: Do you like the piece of music? How do you like it? Why do you like it?有学生大声地说S1: Yes, I like it very much. Its beautiful,. Its gentle and quiet.但也有同学说S2: No, Im afraid I dont like it.T: So what kind of music do you like?S2: I like pop music. T: Just like this kind.教师顺势又播放了周杰伦的稻香。S2: Yes, that’s it. T: Ok, I know. You like music that is popular. (Repeat it to present.) But why do you like this kind of music?S2: Because I like the singer.T: Oh? Why?S2: He is different from other singers. He can write songs for himself.T: Yeah. So the lyrics is nice. It sounds great.S2: Yes, yes.T: So you like music that has great lyrics. And you like the singer who writes his own songs.教师一边复述一边板书,并把定语从句部分用红色表示,再一次问学生他喜欢的音乐时,学生已经能够套用我的板书回答了。就这样在音乐的渲染中,教师很自然地呈现了第一课时的重难点,即一个定语从句子I like music that I can dance to;和不同种类音乐的表述:the music that has great lyrics; the music that isnt too loud; the music that can sing along with; the music that I can dance to , etc.正是因为音乐渲染带来的`真实的情境,此时的新的知识点对学生来说再也不是抽象的冷冰冰的东西,而变成了大家都能感受得到的立体的活生生的东西,便于学生接受记忆。又如在新目标初三whatever 的学习中,我就教学生歌曲“My heart will go on”中的高 潮部分---Wherever you go, whatever you do, Ill be right here waiting for you .然后再因势利导,发散学生的思维,又教了wherever, whoever, however, whenever等单词。此时,同学们情绪高涨,兴致勃勃,教学就在歌声中开始,歌声中进行,快乐而且有效。(二)选择真实事例,情境自然而成。学生通常喜欢谈论真实事例。教师设计活动所选择的场景应该贴近学生的生活。例如教师在复习初三Unit1---Unit3时,就用了班级中的真实事例。班级中的小高,全面发展且英语尤为突出,被邀请去给其他同学做报告,接受其他同学的提问。教师就把此节复习课创设成了“答同学问”现场,由同学提问,小高根据自己的实际情况回答。于是同学们纷纷落实行动。S1: Excuse me. How do you study for English? Gao: I usually study English by making flashcards, but sometimes I study it by listening to tapes.S2: Did you use to be good at English? G: Of course not. I used to be afraid of English. But later I found reading aloud was helpful. And I began to read every morning.S3: Do you think teenagers should be allowed to work in groups?G: I believe we can learn a lot from each other, but sometimes we get noisy.给出一个例子之后,便于课堂操控,再把学生分成4——6人小组,各自对自己小组里的优秀同学进行提问。在问答之间,同学们不但落实了三个单元的基本句型、语法结构和常用表达;还把三个独立的部分用优秀学生学习过程这个纽带紧密地连接在一起,使原本零散的知识点汇聚在一起构成了知识的网络。既活跃了课堂的氛围,又很形象地把知识上升到了系统的高度,最终便于学生的长久记忆。(三)角色扮演,在情境中身临其境。在英语课堂上,进行角色扮演,是老师常用的,也是学生很喜欢的一种方式。在角色扮演中,几乎所有的学生都能参与积极主动地进行学习。我这里所说的角色扮演,并不是单纯的把书上的内容表演出来,同时也包括故事的`扩展,对话的重组,对课文的重新理解等等。如对Unit 8 Ill help clean up the city parks.的教学, 教师一上课就给学生创设了角色扮演的情境。"Look at these pictures, what can you do?""You can help them with their homework. So are you a teacher?NO, you are a volunteer. As a volunteer, what else can you do?"给学生一个志愿者角色之后,再问学生作为一名志愿者还可以作那些力所能及的事情。再这样的情境中就完成了第一课时的教学重点:clean up the city park;help homeless people;cheer them up ;give out food at the food bank, etc.同时也为第二课时第77中学的志愿者活动作了铺垫。(四)在日常的交际中不知不觉入“境”初三英语词汇的听写也是课堂有待突破的“瓶颈”。笔者作了如下尝试让学生入“境”来进行突破。即把一的单元的词汇编成一个具体的故事,创设出特定的情境,用交际的'形式进行听写。以Unit 14 单元为例。暑假的某一天,我们决定到海南去旅游。我们先列举了要带的物品,有游泳时穿的 bathing suit,擦洗的towels ,看路用的guidebook 及一些食物。走之前我特意去看看爷爷。他老人家又跟我聊起了他的过去。他说他以前常常要做好多家务:如先chop wood ,light the fire for breakfast 烧饭,到 collect the water from the village well 取水,喂养在on the farm 的动物等等。和爷爷吃了中饭,期间看了一则娱乐采访节目。说的是一个乐队,名叫the New Ocean Waves ,在两年前公开appear ,出现在舞台上不久就出了轰动一时的make a hit CD ,乐队的lead singer 还会写 poems ,经常在诗中提到他的homeland——四川,他说他的root 在那里;他的ancestor 在那里,虽然现在他身在 overseas ,我坚决地strongly believe他是个好人。总于到了出发的那一天,走之前我给花 water the flowers, 爸爸把车放到put the car into the garage,姐姐 整理了clean out the refrigerator ,妈妈把所有要带的放到pack the suitcase 。 我们都 look forward to 度过一个有意义的假期。3.初中英语课件 教学目标1、能够圈出相同的字母,熟练认读26个英文字母。2、数出文具单词的数量,听说认读AB部分Let’s learn的8个文具的单词:crayon,pencil,pen,eraser,ruler,bag,book,pencil-box。教学重难点教学重点:1、字母的认读;2、听说认读8个文具的单词:crayon,pencil,eraser,ruler,bag,book,pen,pencil box。教学难点:较准确读出各单词,尤其是crayon和eraser两个单词的发音。教学工具ppt课件教学过程ⅠGreetingsT: Hello,boysand girls. Ss: Hello, Miss Ren.T: Hello,I’mMiss Ren. S: Hello,I’m....T: Hello,What’syour name? S: My name’s.....ⅡPresentation1、 I have somefriends.Let’s say hello to them.通过与字母打招呼,复习26个字母。2、 We have somany new friends. Are you happy? Let’s sing together.师生齐唱字母歌,复习巩固字母。3 、the letter“a”made some new friends.He has a show for us. 通过字母秀的形式引出文具单词,并通过短语Showme your..... Open your.... Close your.... Carry your....操练单词。Ⅲ Drill1、 The letter “a”is coming. Let’s help the letter find the same friends.教师先做例子,然后学生两人一组圈出相同的字母。2、 The letters’show is great. Now it’s your show time.师生TPR活动操练巩固单词。3、 You did a goodjob.I have some gifts for you.教师将树叶形状的单词卡片做成书签的形状,发给学生,操练单词的认读情况。Ⅳ ConsolidationThe letters’show is over. They are tired. We must send them home.通过送字母回家的活动,巩固所学文具单词。We should takegood care of your stationary.观看视频,引出情感教育。ⅤHomeworkDraw a pictureof stationary,and introduce them to your parents.用所学文具画一幅文具图片,并介绍给父母听。4.初中英语课件 教学目标1.正确认读26个大小写字母,会背字母表。2.能找出相同的字母。教学重难点【教学重点】相似字母的区分和变化较大的大写字母的记忆。【教学难点】有些字母可能难以正确发音。教学工具ppt教学过程(一)热身、复习(Warm-up/Revision)1.师生做日常口语练习:A: Hi, boys and girls,B: Hi, Miss Zhu,2.Let’s sing ;Hello3.复习文具词汇 ,Find and match,看图连线,举手抢答,带领同学们进行操练。(二)呈现新课(Presentation)1.课堂导入:以问题开始,如小朋友们以前有没有听说过26个英文字母啊?有没有哪些朋友会读一些字母啊?2.watch and repeat观看26个字母的书写发音视频,认真听并模仿朗读。3.Let’s learn老师逐个教学字母边领读边板书,并用课件出示大小写字母(学生一边跟读一边在空中仿写)。Chant:T:A is for appleS:apple 、apple、apple(三)趣味操练(Practice)1.开火车按字母表顺序认读。2.课件单个出示字母,点名认读。3.连线:将大小写字母连起来(回答问题时要求先大声念出大写字母,再和哪一个小写字母相连)。4.find out完成课本上在画中找字母任务。(四)扩展性活动(Add-activities)1.show time出示小组找到的生活中的字母2.Let’s sing ABCs song第一遍先播放音乐学生听第二遍全体齐唱,可以拍手唱。给与表现好的同学奖励。之后老师请一位同学来带着大家唱,课件出示26个字母,包括大小写,可以点唱。3.回家复习巩固26个字母的认读。5.初中英语课件 教学目标1.能听、说、认读单词red、yellow、green、blue并能在实际情境中运用。2.通过用Lets do部分“Show me...”的指令练习和运用有关颜色的单词,训练学生的动手能力。3.通过学习,学生能根据自己喜欢的颜色设计东西,培养其动手的能力。教学重难点重点:掌握颜色单词red、yellow、green、blue。难点:会用句型I see...描述自己看到的颜色。教学工具PPT课件、人物头饰、单词卡片、图片教学过程1、Warm-up(1)T:Hello,boys and girls.I’m your newteacher today.My name is ChengGuangRui.So you can call me Mr.ChengSs:Hello.Mr.Cheng.T:Today we will learn Unit2 Colours(课件出示Colours单词,教师领读),Doyou know colours?引导学生也可用汉语回答颜色T:Let’ssing a song about colours,the song’s name is《colours》,Please stand up,clap your hands.(师生齐唱歌曲)2.Presentation:(1)课件出示学校的平面图和本课中出现的人物图,让生进行操练,为本课的学习做好铺垫。T:Let’s go on,Look,what’s this?(课件出示学校图)引导学生说出school,教师领读(注意升降调)At school,we have many friends,Look,they are coming.(教师逐一介绍四个人物的名字) Let’s say “hello” tothem.(2)课件出示公园图片,引导学生说出在公园里看到的景色,同时呈现本课的录音视频。T:Today is a very sunny day.Our friends are going to the park(呈现公园图片) 领读单词park.Do you want to gothere?Let’s go,Listen(课件播放公园里鸟的叫声)What do you see in the park?(学生也可用汉语回答)T:Yes,it’s a beautiful park.Do you see the flowers?Do you see thetrees?Do you see the rainbow?Ss: Yes/No.T:What do you see in the park? Let’s go,listen carefully(播放课文录音,让学生仔细的听)T:What do you see in the park? Do you remember?引导学生利用句型I see...(板书)进行描述。引导学生分别说出:I see red/yellow/green/blue.(出示四种颜色的图片贴到黑板上)T:How many colours do you see in the park?Do you remember?Let’s listenagain,This time pay attention to the words.(再次播放视频让学生跟读)T:How many colours do you see in the park?(课件出示四种颜色的图片,引导学生说出这几种颜色)Theyare red/yellow/green/blue.(板书四个单词,同时对学生进行书写规范训练)播放chant伴奏,让学生看黑板跟唱。操练四个颜色单词。T:OK,Ihave these colours.Look(分别呈现四个单词卡片)教师领读、齐读、分组读(3)T:OK,now,listen(再次播放chant伴奏,师生看黑板齐唱)(4)活动:I say,you doT:Here are the colours,(出示四种颜色的彩笔)Look,on your desk, you have the crayons,listen,when I say red,youcan take up the red crayon quickly,let’s try.(5)课件出示四个句子,让学生进行操练。T:Look here,In the park,we see many colours(课件呈现四个人物说的句子,学生齐读)OK,showme your finger(让生手指四个句子齐读)(6)让生打开课本自己读,然后呈现chant文本,让生跟唱。(7)活动:Colour your parkT:Now you have a new park,colour your park colourful.学生开始活动,教师在下面巡视指导。(8)找学生汇报自己的作品,利用句子I see...进行描述。六、Homework:绘制一个公园和你的家人一起分享。



情态动词(Modal verbs)本身有一定的词义,表示语气的单词。但是不能独立作谓语,只能和动词原形一起构成谓语。

情态动词用在行为动词前,表示说话人对这一动作或状态的看法或主观设想。 情态动词虽然数量不多,但用途广泛,主要有下列: can (could), may (might), must, need, ought to, dare (dared), shall (should), will (would)。

英语中助动词主要有两类:一是基本助动词,如have, do, be等;二是情态助动词,如may, must, need等。情态动词与其他动词连用表示说话人的语气,可表达建议、要求、可能、意愿等。情态动词没有人称和数的变化。



情态动词must, should, may(might), ought to, can(could), need, would等都可以与动词完成式连用作谓语,其模式为“modal verb+have+v-ed”。这类结构表示对过去所发生动作的推测或判断。不同的情态动词所表示的意思又有所不同。1、must+have+v-ed和can’t/couldn’t+have+v-ed“must+have+v-ed”表示对过去事情较有把握的、肯定性的推测,常译为“一定”,“准是”,“肯定”。当must用于推测意义时,其否定形式通常不是must not, 而是can/could not.“can’t/couldn’t+have+v-ed”表示对过去事情的否定性推测,常译为“决不可能”,“不太可能”。二、should/ought to +have+v-ed和shouldn’t/ought not to+have+v-ed。“should/ought to+have+v-ed”表示过去应该做的事情却没有做,常含有后悔、责备、埋怨的口吻,常译作“本应当…..”,“应当….就好了”。“shouldn’t/ought not to+have+v-ed”表示过去不该做的事却做了,也常含有责备、不满的意思,常译为“本不应该….”。例:With all the work finished, I should have gone to the party last night.昨天晚上当所有的工作完成之后,我本来应该去参加聚会的。三、may/might+have+v-ed。“may/might+have+v-ed”表示对过去事情的推测,但不十分肯定。Might比may语气缓和,口气更委婉;常译为“可能(或许)已经….”。例:A traffic accident happened yesterday and a driver may have been hurt.昨天发生了一场交通事故,可能有个司机受了伤。四、could+have+v-ed。“could+have+v-ed”表示过去有可能或有能力做某事,而实际未做、未能实现的事;有时也表示轻度批评,可译为“本来可以”。


英语情态动词的基本用法 情态动词的使用一般是英语学习中的重点,以下是我整理的英语情态动词的基本用法,欢迎参考阅读! 一、情态动词的基本用法 1. can基本含义与用法 (1)(表示能力)能……;会……,(2)(表示可能、许可)能够……;可以,(3)(表温和的命令)请做……;得……,(4)(用于疑问句中,表请求、提议)能不能……;要不要…,(5)(用于疑问句中,表惊讶、怀疑等)“(到底)可能有这样的事吗?”,(6)构成特殊句式: ①cannot/ can never...too...或cannot...enough “无论怎么……也不过分;越……越好;非常……”。One cannot be too careful. 越认真越好。I cannot thank you enough.我对你感激不尽。 ②cannot help doing.../ cannot help but do.../ cannnot but do...“禁不住;不由得;不得不”。 【注意】情态动词完成式的用法:表示已经发生的情况,can’t/ couldn’t have +过去分词,表示对已发生情况的否定推测,译为“(昨天)一定没……”。 例如: Mary couldn’t have received my letter; otherwise she would have replied before now. 表示虚拟语气,could have+过去分词,表示过去本来可以做但却未做,译为“完全可以……”。例如: What you said is right, but you could have phrased it more tactfully. 2. may基本含义与用法 (1)(表准许、请求)可以、(2)(表愿望、祝福)但愿;祝……。此时,句子要用倒装语序、(3)(用于目的状语从句中)为了;为了能够、(4)(用于让步状语从句中)即使;无论、(5)构成句型:may/ might as well do sth. “还是做某事的好;不妨去做某事” 【注意】情态动词完成式的用法:表示已经发生的情况,may/ might have +过去分词,表示对已发生的事情做不肯定、可能性很小的推测,或事实上根本没发生,译为“也许……”。例如:At Florida Power’s Crystal River plant, a potentially serious leakage of radioactive water may have been unknowingly caused by an electrician. 表示虚拟语气,may/ might have + 过去分词,表示过去可以做但实际未做,译为“(那样)也许会……”。例如: It might have been better to include more punchy statistics and photos of equipment in the introduction to further assist first-time office automation managers. 3. must基本含义与用法 (1)(表义务、必要性、命令)必须,得,要,mustn’t表“禁止、不准”、(2)(表必然性)必定、(3)(表固执、不满等)偏偏;硬要;偏要,例如:If you must know,I’m going to help him look for an apartment. 【注意】情态动词完成式的用法:must have +过去分词,表示对已发生情况的肯定推测,译为“(昨天)一定……”。例如: My pain must have been apparent the moment I walked into the room, for the first man I met asked sympathetically: “Are you feeling all right?” 4. shall基本含义与用法 (1)用于疑问句中,与第一、三人称连用,表示征求对方的意见,may用于征求对方的许可,shall用于征求对方的意见或指示、(2)用于第二、三人称,表示说话人的命令、警告、强制、允诺、威胁或决心等、(3)(用于法律、规则等条文中)应……,须……,得…… 5. should基本含义与用法 (1)(表义务、责任)应该、(2)(表预期)应该会,想必会,一定会……吧、(3)(表惊讶、遗憾)竟然;居然、(4)(与疑问词连用,表示意外、纳闷、惊讶等)究竟是;到底、(5)(用于条件状语从句中)一旦;万一、(6)(用于表示命令、建议、请求的动词后面的that从句中,且should可省略)应该;必须,例如:She demanded that they (should) leave at once.(7)(用于以lest,for fear that,in case引导的状语从句中)以免;唯恐,例如:She gave me a list just in case I should forget what to buy. 【注意】情态动词完成式的用法:表示虚拟语气,should/ should not have +过去分词,表示应该做某事但实际上未做,或本不应该做但实际上做了, 译为“本(不)应该……”。如:I regret having left the work unfinished; I should have planned everything ahead carefully. 6. would基本含义与用法 (1)(表过去的习惯性动作)(从前)常常;经常、(2)(表示说话者的厌烦、焦躁)老是;偏要、(3)(用于否定句中,主语一般是事物,表示某事物暂时的特性)就是(不能)、(4)表示请求或个人的想法、看法,使语气婉转,例如:Would you mind if I opened the window? 二、表推测情态动词辨析 1. must,can/ could,may/ might可以用来对事情进行推测。 must表推测时只能用于肯定句,是对现在或过去的'事情进行的推测,不能表对将来事情的推测,语气非常肯定,译为“一定……”。 can/ could表推测时一般用于否定句或疑问句,也是对现在或过去的事情进行推测,但could偶尔可用于肯定推测。 may/ might表推测时一般用于肯定句或否定句,可对现在、过去或将来的事情进行推测,语气不很肯定,译为“可能……”。 2. “情态动词+have done”结构用于对过去事情的推测。 might have done和could have done除了表对过去事情的推测外,还可表示一种责备语气,意为“(过去)本来可以(能够)做某事,但实际上没有做到”,此时不能用may或can。 例如:He might have given you more help,even though he was very busy. 3. 表责备语气情态动词should,ought to,could,might,need等常用来表示说话人对过去事情的不满或遗憾,带有较强烈的责备语气。 should (ought to) have done “本应该……”,表示过去应该做而(实际)没有做的事情,含有责备或遗憾的语气,其否定形式为“should not/ought not to have done”,should have done还可以表示惊讶、赞叹等情绪。例如:It’s wonderful that you should have achieved so much in these years. could/ might have done “本来能够(会)……”,表示过去本来可以(能够)做某事,但实际上没有做到。 needn’t have done“本来不需要……”,表示过去本来没有必要做某事,但事实上却做了。 三、几个情态动词常考的句型 1. may/ might (just) as well“不妨,最好”,与had better相近。 例如: Since the flight was cancelled, you might as well go by train. 2. cannot/ can’t…too… “越……越好,怎么也不过分”。 注意这个句型的变体cannot…over…。例如: You cannot be too careful when you drive a car. The final chapter covers organizational change and development. This subject cannot be overemphasized. ;