Grammar and usage(1): Unreal conditions教学目标设计

Module 6 Unit 3 Grammar﹠usage Unreal conditionals

By Chen Xiansheng

From Dongzhi No.2 Senior High

高中英语教学课例及分析

东至二中

陈县生

一、教材分析

本节课是一堂语法课，选自牛津高中英语系列选修教材选修模块6第三单元的语法Unreal conditionals.非真实条件句是学生在日常生活和测试中十分常见的语法现象，学生从初中就有所接触但未全面、系统地学习。

二、学情分析

本节课教学对象是东至三中高二年级一文科班学生。据本人教学经历，文科生往往课堂上氛围活跃，本课话题与学生生活密切相关且易于开展讨论，关于学生其他信息本人一无所知。

三、设计思路

本节课采用的是交际语言教学（Communicative Language Teaching）与任务型语言教学（Task-based Language Teaching）相结合的教学方法。交际语言教学和任务型语言教学是以人为本的、能体现语言价值的、先进的、有效的教学途径，也是在过去20年里在英语教学领域最具有影响力的两种教学方法（Nunan,2001）。且语言学习的最终目标是让学生们在生活和工作中有需要的时候使用相关语言（王蔷，2000）。学生们通过真实的语言环境进行Pair work和Group work，带着任务去学习、交流，他们不仅仅在做中学习了教学目标中规定的语言知识，同时也培养了他们合作学习、探究式学习的意识和能力。更重要的是，学生通过真实的语言环境，了解语言、运

1

用语言，进而培养、增强学习语言的兴趣。

四、教学目标

通过这节课的学习，学生们能够

1. 正确使用hope和wish来表达他们的愿望；

2. 熟练掌握非真实条件句的基本用法；

3. 灵活运用非真实条件句来描述现实生活中的相关事情；

4. 积极培养他们合作学习、探究学习、自主学习的意识和能力。

五、教学重难点

学生们根据真实的语境学习并灵活运用非真实条件句来表达日常生活中的相关事情。

六、教学辅助工具

ppt ，OHP( overhead projector), blackboard and chalk 七、教学过程

Stage1. Warm-up and revision

Step1.Lead-in (about 3 minutes) Students enjoy the picture of a cartoon character

Doraemon

and talk about their dreams (wishes) with their partners, trying to express their wishes

using the sentence patterns: ‘I hope…

…’ and ‘I wish …

…’

(Explanation: Almost all the students are familiar with the machine cat Doraemon which can help people realize their wishes. So students are likely to be active in discussing their wishes. The theme of this lesson is thus introduced.) Stage2. Presentation

Step2. Sharing my dreams (about 5 minutes)

Students are presented the structures of expressing wishes by sharing the teacher’s wishes. They are expected to find out the differences between the object clauses after ‘hope’ and ‘wish’.

(Explanation: This step is arranged for students to focus their attention on the wish-structure and thus they are further introduced to the topic of subjunctive mood. And unreal conditionals are another form of subjunctive mood. What’s more, this step can also help students review the usage of ‘hope’ and ‘wish’.)

Step3. Summary(about 3 minutes) Students summarize the verb forms in the clauses after ‘wish’, and familiarize

2

themselves with the concept of subjunctive mood.

Time

Present Past Future Verbs

V-ed, (be →

were)

had done

would, could, might+ do

Step4. Discussion. (about 5 minutes)

Students enjoy three pictures and work in pair to express their wishes, using correct verb forms in their sentences.

(Explanation: This step is, one the one hand, designed to get students to practice the usage of wish-structure. On the other hand, it will pave the way for the introduction of the unreal conditionals.)

Step5. Presentation of unreal conditionals (about 6 minutes) Students enjoy a familiar picture of Harry Potter and his flying broom and 5 unreal conditional clauses about the picture. Then they try to summarize the verb forms in unreal conditionals by analyzing the 5 examples.

Time If clause Main clause Present Past Future simple past

(be →

were) had done

do would

could

have done should might

do 1.

simple past 2.

were to do 3.

should do (Explanation: This step is aimed to make students induce the verb forms in unreal conditionals by analyzing examples.)

Stage3. Practice

Step6. Interviewing(about 12minutes)

Students make an interview activity. They are offered several situations and make an interview using unreal conditionals. (Explanation: This activity is attached great importance to because students can reinforce the usages of unreal conditionals by participating in the half-controlled and half-opened activity.)

Step7. If time permits

If time permits, students will play a sentence relay race game using unreal conditionals.

Stage4. Production

3

Step8. A poem (about 11 minutes)

Students work in groups of 4-6 to discuss their school life. Each group member will be given an assignment that they should write at least 2 sentences containing subjunctive mood to express their best dreams to make the school life better. (Explanation: This activity mainly focuses on group work and is thought to be a little bit challenging because it is comparatively open. It is aimed to develop students’

cooperation ability as well as check their mastery of subjunctive mood. )

八、Homework 1. 学生们复习课堂所学内容并自学非真实条件句中省略‘if’的情形；

2. 学生们使用所学知识续写一首小诗给校长，以使学校学习、生活更便利。

九、Blackboard design:

Unreal conditionals

Time

Verbs

past Time present If clause simple past

(be →

were) had done Main clause

would

could

should Past Future had done

would, could, might+ do

future 4.

simple past 5.

were to do 6.

should do might

have done do do Present V-ed, (be

→

were)

十、课例分析

1.利用多媒体辅助教学，不仅大大增加了课堂的容量，而且还增加了课堂教学的趣味性。

4

2. 为了调动学生的学习氛围，本节课收集了很多图片，而且都是学生十分熟悉或者就是学生生活中的图片，比如学生都熟悉的《哆啦A梦》，《哈利皮特》等图片，学生生活中的尧渡河、三中教学楼背后的建筑工地、三中校长查小宝等图片，这让学生能切实够体会到语言运用的真实语境。

3. 教学过程层层深入、由简入难、由深入浅，体现了老师主导、学生主体的教学理念。整节课都是学生在老师的指导下有条理地去学习、使用目标语言完成目标任务，同时也体现了语言学习要让学生在干中学的教学原则。

4. 教学任务设计层次分明，难易得当，既要面对全体学生，又要尊重个别差异。

5. 练习精简，贴近生活，让学生有事可做，有话可写。

十一、教学反思

本堂课我个人觉得基本完成了课前预期的教学任务。学生们课堂上在老师的引导和激励下，积极参加结对活动和小组活动，表现十分活跃。通过学生们课堂的操练情况和小组赋诗活动，学生们基本上掌握了教学目标中的语言知识，全面训练了学生们听、说、写等语言能力，同时也培养了合作学习、探究学习及自主学习的意识，竟而实现了新课程标准规定的三维学习目标。

本节课也有不足之处。其一，导入部分时间过长，导致后面教学任务安排较紧凑；其二，教师运用英语表达语法规则时部分学生不是很清晰、明朗。作为一年轻教师，由于工作经验有限，教学过程中难

5

免会出现这样或那样的问题，这些问题恰恰是我们所要努力的空间。我想，只要我们潜心致力于一线教学，深入研究理论知识并不断的将理论与实践相结合，虚心学习，在不久的将来，一定能把自己打造成名师。

十二、专家点评

徐新汉（东至三中英语教研组长）：语法课通常是比较难把握的课。作为一位工作三年的教师，这节课是成功的。首先，小陈充分准备了这节课，花了不少心事制作课件。教学设计科学合理，各个环节紧密相扣，培养了学生的综合语言能力，完成了教学目标。其次，学生们在课堂上积极交流、合作，充分尊重了学生的主体地位，体现了以人为本的思想，同时也培养了学生们的合作意识。再次，课件中的图片真实、贴近生活，让学生体会到语言的真实语境，有利于激发学生的学习热情。最后，美中不足的是后面的教学内容有些仓促。希望今后能更加合理的分布教学时间。

董金庆（东至三中英语高级教师）：陈老师这节课教学目标明确，思路清晰，过程流畅，有一气呵成之感。教学环节安排合理，学生们在这节课中学习了目标语言知识，培养了综合语言能力，是一节成功的优质课。

程赛华（东至县教育局教研室英语教研员）：刚才徐老师和董老师都高度评价了这节语法课，在此我就不赘述。有一点想提醒陈老师的是今后教学中尽量用最简单的语言表述教师话语。

十三、参考书目

6

王蔷 《英语教学法教程》（第二版）高等教育出版社，2007 David Nunan

Second Language Teaching and Learning

外语教学与研究出版社，2009 Jeremy Harmer

How to Teach English外语教学与研究出版社, 2007

7