Grammar and usage(1): Unreal conditions教案推荐

Unreal

Conditions

Book 6 Unit 3 Period 4 Grammar(1)

三维目标设计：

Knowledge and skills: 1.

to get the students to have a clear idea of subjunctive mood. 2.

to let the students tell the unreal conditions from real conditions. 3.

To enable the students to master the structure of unreal conditions and use them correctly. Process and methods: 1.

to lead in and arouse students’

interest in this class by listening to a song and carrying out an interview in pairs. 2.

To help the students to have a clear idea of subjunctive mood used in if clauses by comparing some example sentences. 3. to ask the students to make a summary of the usage of the unreal conditions by reading some example sentences. 4. to ask the students to do some exercise to master the unreal conditions. 5.to consolidate what has been learned by organizing some activities. 6. to ask the students to summarize the usage of the unreal conditions. Emotion，

attitude and value 1.to get the students to become interested in grammar learning. 2.to develop the students’ ability of comparing and summarizing 3. to improve students’ confidence 教学重、难点

1.

to help students to distinguish real conditions and unreal conditions. 2.

to get the students to master the structure and usages of unreal conditions.

教学过程

Step 1 greeting and lead in 1. Enjoy the English song If I were a Boy. 2. Ask the students to work in pairs to carry out an interview: What would you do if you were an boy/a girl? 设计意图:通过让学生欣赏一首名为“If I were a boy”的英文歌,让同学们初步感受虚拟语气。

Step 2

Compare and find the difference. 1.

Ask the students to read some if clauses and get to know real conditions and unreal conditions. 2.

Lead the students to draw a conclusion on the usages of subjunctive mood. 3.

Show the students more examples of unreal conditions. 设计意图:通过例句的朗读和比较，让学生对于虚拟语气的运用有一个更清晰的理解，同时让他们辨别真实条件句和非真实条件句（虚拟语气在条件句中的运用）。

Step 3: reading and discovering(1)

1.Ask the students to study the following sentences and try to summarize the structure of the unreal conditions. 1)

If he were a bird, what could he do? 2)

If he were a bird, he could fly. 3)

If you have a magic pen, what would you draw? 2.summary: 与现在事实

从句谓语

主句谓语

相反的条件句

Would/should/could/might+do did(be动词常用were) 3.Practiceset a good example 1）If I __________(have) much money, I ___________(use)it tohelp people in need. 2）If I __________(be) a teacher, I ______________ (set) for my students.

Step 4: reading and discovering(2)

1.Ask the students to study the following sentences and try to summarize the structure of the unreal conditions. 1)

If Kobe hadn’t retired

from the Lakers, he might have gotten the MVP. 2)

If I had had enough money, I would have gone to watch Bigbang’s concert last August. 2.summary: 与过去事实

从句谓语

主句谓语

相反的条件句

had done Would/should/could/might+have done 3.Practice 1) If she __________ (eat) so much candy,she _________________ (have) her teeth

pulled out.

2）If Tom __________ (drive) after getting drunk, he _______________(have) a car accident. 3）If you had been

on the spot, what

would you have done ?

Step 5: reading and discovering(3)

1.Ask the students to study the following sentences and try to summarize the structure of the unreal conditions. 1)

If I became a teacher , I would not do so much homework 2)

If I were to have time, I would go to see him this summer.

2.summary: 与将来事实

相反的条件句

从句谓语

1）did 2）were to do 3）Should do 主句谓语

Would/should/could/might+do 3.Practice 1) If I _________(win) the lottery some day, I __________ (buy) a big house for my

parents. 设计意图：通过例句的朗读，句子结构的讲解和相应句型的训练，让学生掌握非真实条件句的结构，并初步培养学生写非真实条件的能力。

Step 6: Revision and reciting 1)

Ask the students to fill in the table. 时

间

从句谓语

主句谓语

did/were Would/should/could do 现

在

had done Would/should/could have done

过

去

1)

did Would/should/could do

将来

2)

were to do 3)

Should do 2)

Give the students some time to recite the table, 3)

Dictate the table. 设计意图：通过填表、背诵和听写的方式巩固学生学习的句型，提升学生学习的信心。

Step 7:Competition

1.

Chain story 1)

Give students an example,and then ask students work in groups to make sentences by using unreal conditions.

2)

Choose two students from each group to play the game on the stage and add 10 points to their group each time they speak a right sentence. 2.

Lucky number Ask the student who is the first to put up his hand to choose one lucky number and answer the related question.Give their group the points if his answer is right. 设计意图：通过接龙和幸运数字活动的设计，让学生在略微紧张有趣的氛围中进一步巩固他们所学的语法知识，同时让他们的团队精神得到培养。

Step 8: Show time

1)

Show the student a picture taken from a famous film. 2)

Recite the Chinese sayings with them. 3)

Ask the students to fill in the blanks to finish the sentences. 4)

Choose one student to perform the sentences.

Step9:Home work: 1) Review the notes. 2) Write 5 unreal conditionals. 9:Home work

Reflection after teaching 本节语法课我没有采用直接开门见山地介绍语法规则,让学生理解记忆,然后再引导学生进行操练的学习方法，而是让学生通过听和读的方式让学生在不知不觉中感受语法的形式和用法,之后再引导学生根据自己的观察发现,总结出相应的语法规则。在总结了语法规则之后,引导学生用背诵和听写的方法巩固重点内容，然

后再采用趣味性极强的操练方法，让学生在课堂的后期也不觉得沉闷，而是很好地完成了相应的练习内容，完成了教学任务,达到了教学目的。我想我基本上算是成功了。

但是在上完课后,自己思考了很久,觉得还是有一些需要改进的地方:1.使用的例句不是很新颖，部分例句趣味性不强。2.由于时间关系，并且学生（全部是艺术专业的学生）的基础较差，最后没有来得及总结。在下节课我要先给学生一些复习和总结的时间，巩固今天的内容之后再上新课。