Grammar and usage(2): Unreal conditions教案范文

牛津高中英语模块六

Unit 3

Understanding each other

Grammar and usage –unreal conditional(1) 教学设计

I.Teaching concepts: High school English new curriculum concepts: 1.

Attach importance to common ground and build a development platform. 2.

Offer a variety of options to suit individual needs 3.

Optimize learning style and improve self-learning ability 4.

Pay attention to students' emotion and improve their humanistic quality 5.

Improve the evaluation system and promote the continuous development of students

II. Analysis of textbook features 1.

It is beneficial to improve students' ideological quality and humanistic quality 2. It is in line with the needs of student development, stimulating the interest of students. 3. It adopts the teaching method that combines function, structure, topic and task-based activity approach. 4. It’s arrangement of knowledge and skill training follows students' humanistic laws.

5. It inspire students to carry out inquiry-based learning and cultivate their innovative spirit and practical ability

III. Analysis of students Senior 2 students have good listening, speaking, reading and writing abilities and independent inquiry learning ability.

IV. Teaching Aims and Demands A. Knowledge 1. Try to help students to master the basic use of unreal conditionals

2. learn how to use unreal conditionals in our daily life. B. Feelings and Attitudes 1. Form the positive attitudes towards grammar learning. 2. Cultivate students’ feelings of loving their hometown. C. Ability 1. Develop the abilities to summarize. 2. Develop the group cooperative spirit.

V. Teaching important and difficult points 1. Master the unreal conditionals of the present, past or future 2. How to make sentences by using unreal conditionals. 3. How to use unreal conditionals in daily life.

VI. Teaching Methods 1.

Situational teaching method 2.

Task-based teaching method

3.

Interactive teaching method

VII. Teaching Aids 1. The multimedia 2. Video and audio

VIII. Teaching feature Create a situation to get students highly involved; praise to make students excited

IX. Teaching procedures and ways Step1.

Lead-in

Show a video from my friend A-Lin who expects to come to my hometown, but she has to prepare for mid-exam. (设计目的与意义：通过观看好朋友A-Lin的视频来导入本堂课创设的情景——来我的家乡湘阴旅游，使枯燥的语法课变得更生动、有趣，同时通过视频中If I had time, I would come.让学生对if型非真实条件句有个大概印象，为下一教学环节做铺垫。

Step 2.

Presentation 1.

Present the use of the unreal conditionals of the present, past and future from three aspects: the tasty food, the historical figures and the tourist spots in Xiangyin. (设计目的与意义：这一环节从湘阴旅游的三个方面——美食、历史人物与旅游景点三个方面入手分别介绍非真实条件句对于现在，过去和将来情况的使用，通过大量设置与之相关的例句，让学生在熟悉和感兴趣的情境中进行非真实条件句的结构了解与巩固。）

2.

Explain the definition and differences between real conditional and unreal conditional. (设计目的与意义：通过情景创设了解了非真实条件句对于现在，过去和将来情况的使用并结合之前和家乡旅游相关的例句，对非真实条件句下一个定义，让学生了解它的基本概念。同时通过比较熟悉的例句语境，让学生能够正确的区分真实条件句和非真实条件句，使得概念的学习更加简单。）

Step 3. Discussion

Work in groups to discuss and summarize the use of unreal conditionals of the present, past and future by filling in the table. (设计目的与意义：为了便于学生理解和记忆，所以在讲完三种用法后给学生提供一个表格让其进行小组讨论并进行归纳总结。表格的呈现使学生对非真实条件句的用法一目了然；同时也培养了学生归纳总结以及小组合作的精神。

Step 4. Consolidation--through a solitaire game Play a solitaire game. (设计目的与意义：通过设计句子接龙的游戏，让学生进一步巩固非真实条件句的用法。在游戏中学习，练习语法能够增强学生学习语法的兴趣，同时把语法知识运用到生活中。）

Step 5. Homework Write a passage to promote the development of Xiangyin tourism. (设计目的与意义：通过让学生设计方案来打造湘阴旅游，对学生进行情感教育，让学生学

会爱家乡，为家乡的发展出谋划策做贡献。）