Grammar and usage(1): Unreal conditions and things hoped for or desire优质课教案设计

2019年

“一师一优课

一课一名师”活动

教

学

设

计

Unreal conditionals and 教学内容

things hoped for or desired (1) 版本模块

牛津译林版Module6 Unit4 参评选手

王

万

元

所在单位

安徽师范大学附属中学

2019年6月

Grammar and Usage Unreal conditionals and things hoped for or desired (1) High School Attached to Anhui Normal University 安徽师范大学附属中学

Wang Wanyuan 王万元

Teaching Objectives:

After learning this lesson, Students should be able to 1. understand the key meaning of the mixed unreal conditionals, the implied unreal conditionals and unreal situations after wish, would rather, as if, as though, if only and identify them in the future learning.

2. identify and analyze different usage about unreal conditionals and things hoped for or desired and then use the mixed unreal conditionals, the implied unreal conditionals and unreal situations after wish, would rather, as if, as though, if only to express their opinions properly.

3. enhance their own reading and thinking abilities and the ability of using

unreal conditionals and things hoped for or desired in various contexts.

Teaching Important Points: 1. Students will be able to identify and analyze different rules about unreal conditionals and things hoped for or desired. 2. Students will be able to identify and practice the mixed unreal conditionals, the implied unreal conditionals and unreal situations after wish, would rather, as if, as though, if only. Teaching Difficult Points: 1. Students may find it difficult to use the mixed unreal conditionals, the implied unreal conditionals and unreal situations after wish, would rather, as if, as though, if only to express their opinions.

2. Students may find it challenging to create opinions about when and how to use

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unreal conditionals and things hoped for or desired correctly.

Teaching Approaches: Situational Method and Communicative Language Teaching Method Learning Approaches: Cognitive Strategy , Meta-cognitive Strategy and Bloom’s Taxonomy Teaching Aids: The multimedia & The blackboard Teaching Procedures: Step1 Lead-in（Knowing）

Invite students to enjoy a song:

If I Were A Boy

Tell students: The situation is not real or are imaginary. We call it unreal conditional.

【Intention】To have a big picture of the grammar. Step2 Presentation（Knowing）

We use the mixed unreal conditionals when the time of the main clause is different from that of if clause.

Help students understand the mixed unreal conditionals using the teacher’s own pictures. 【Intention】To focus students’

attention on the structure of the mixed unreal conditionals and meanwhile remind students to treasure the valuable time. Step3 Competitive Practice（Understanding）

Invite students to drill with the mixed unreal conditionals through three pictures of different styles in the form of competition. 【Intention】To further understand and master the mixed unreal conditionals. Step4 Discussion（Applying）

Get students to have a free talk: If you were our headmaster, what would/could/should you do for your students in the next year? 【Intention】To stimulate students’ critical thinking skill through an interesting question.

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Step5 Competitive Summary（Analyzing）

Encourage students to summarize the pattern in the mixed unreal conditionals.

【Intention】To help students to construct their grammar knowledge after analyzing and processing the information presented in practice. Step 6 Presentation（Knowing）

Through a video—students’

performance in the art festival last month, tell students: use otherwise/or, without / but for, with

in place of if clauses in implied conditionals . 【Intention】To focus students’

attention on the structure of implied conditionals. Step7 Competitive Practice（Understanding）

Invite students to drill with

implied conditionals through hitting the golden eggs in the form of competition. 【Intention】To further master implied conditionals and develop critical thinking skill. Step8 Competitive Summary（Analyzing）

Encourage students to tell the pattern in the implied conditionals. 【Intention】To guide students to construct their grammar knowledge after analyzing and processing the information presented in practice. Step9 Contextual reading（Applying）

Give students a short passage in which there is a sentence of the implied conditionals. Only if students really apply the grammar to reading can they solve the question that followed. 【Intention】To further improve students’

reading ability through applying unreal conditionals.

Step10 Presentation（Knowing）

Through

pictures, get students to come into unreal situations after wish and would rather, as if/as though, if only. 【Intention】Focus students’ attention on the structure of unreal situations after wish and would rather, as if/as though, if only.

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Step11 Competitive Practice（Understanding）

Invite students to drill with unreal situations after wish and would rather, as if/as though, if only through hitting the golden eggs in the form of competition. 【Intention】To further improve students’

communicative skill and reading comprehension through applying unreal conditionals

after wish and would rather, as if/as though, if only. Step12

Competitive Summary（Analyzing）

Get students to competitively summarize the rule—unreal situations after wish and would rather, as if/as though, if only. 【Intention】To guide students to construct their grammar knowledge after analyzing and processing the information presented in practice. Step13 Sentence translation（Applying）

Through videos, get students to use unreal situations after wish /would rather, as if/as though, if only to drill

again. 【Intention】To guide students to consolidate their grammar knowledge after translating sentences in practice. Step14 Summary （Analyzing&

Understanding）

Help students to recall today’s contents through the table on the screen. 【Intention】To do stress what are learned today with students to construct their grammar knowledge. Step15 Homework:

Writing（Creating &

Evaluating）

Go on to get students to write a short passage according to the requirements, using as many unreal conditionals and things hoped for or desired as possible based on what are learned after class. 【Intention】To do develop students’ creative and evaluating abilities.

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Blackboard design

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Teaching reflections:

First, following the rule of gradualness of learning, the whole class consists of lead-in, presentation, competitive practice, free-talk, guessing game, contextual reading, role-play, sentence-translation, summary，writing, which are corresponding with the following six sub-teaching strategies: knowing, understanding, applying, analyzing, creating and evaluating. Under the guidance, activities in each step are effective, systematic and to the point.

Second, vivid pictures and videos used in this class greatly arouse students’

interest and improve teaching effects. Here I specially want to say, the competition of “ hit the gold eggs” puts this class to a climax. Students’ passion is lighted up, which makes learning happen in an enjoyable classroom. Third, the mainline of the whole class is like this: following the gradualness of learning, I attach great importance to developing students’ critical thinking skill and communicative skill to reach the purpose of improving students’

core competence. The gradually developed mainline is of great help for my students to be aware of their responsibility in the future English self-teaching.

Fourth, that’s the weakness of this class. I should have got my students to use the structures of unreal conditionals and things hoped for or desired to express the correct world outlook and outlook on life, and form a sound moral attitude for future development and lifelong learning. However，this important aspect is neglected. In the future teaching, it should be permeated.

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