Grammar and usage(2): Unreal conditions优秀获奖教案

Unit 3 Module 6

Grammar and usage 株洲市第四中学

凌霞辉

I. Analysis of the students’ learning condition (教材分析）

本节课是非真实条件句的第一课时，只需学生掌握非真实条件句的表达方式。虽然是新课，但知识点并不太难。

II. Analysis of the students’ learning condition (学情分析) 同学们虽然在以前的学习中没有系统地学习非真实条件句,但对非真实条件句有所了解，学生应该能够较容易地掌握本节课的内容。

III. Teaching objects (教学目标) By the end of this class, the students will be able to: 1.

know unreal conditionals are used to express an unreal or imaginary condition or situation；

2. be familiar with the forms of the verbs and different tenses in unreal conditionals talking about a present, past or future situation；

3. use unreal conditionals correctly in specific context. IV. Important points and difficult points (重难点）

1. forms of verbs in unreal conditionals 2. unreal conditionals used in specific context V. 教具

Ppt , Video and learning sheets VI. 教学方法

Four guidance and one assessment(四导一评）

Learning procedures: Step1: lead-in:

Enjoy a song and then write down some information in the space below.

If I were a boy,



I would roll out of bed in the morning and throw on what I wanted and go. 

I would kick it with who I wanted and I'd ever get confronted for it. 

(I think)

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



设计说明：利用简易的超链接，通过Beyonce这首

‘If I were a boy’

视频以及填词的练习，顺利引出这节课的主题---Unreal Conditionals，尤其让学生注意歌中的

‘would’

‘could’。

Step2: Reading Read the instructions on pages 40-41 and fill in the table.

非真实

条件句

主句

与现在事实相反

与过去事实相反

与将来事实相反

设计说明：同学们带着完成表格这一任务，快速阅读非真实条件句的说明部分，较快地掌握非真实条件句的基本形式。

Step3：Practice

I. Enjoy some pictures and fill in the brackets with the proper forms of the given verbs. 设计说明：同学们已经知道了非真实条件句的基本形式，通过展示同学们身边的人、事，更加直观形象地理解事件发生的时间从而更好地掌握非真实条件句的形式。在这一环节中，利用photoshop 将图片设计好更好地为本堂课服务。

II. Fill in the blanks with the correct forms of the verbs in brackets. (1) If I

(be) Beyonce, I

(sing) a song ‘If I were a kid’. (2) If I

(meet) Beyonce one day, I

(tell) her how much I love her and her songs .

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(3) If I

(hear) the song ‘If I were a boy’ before, I

(fall) in love with it very deeply. (4) If Beyonce

(come) to our class now, we

(be) crazy. (5) If Beyonce

(not sing) the song ‘If I were a boy’, she

(not become) so famous.

(6) If Beyonce

(become) old and plain in the future, her fans

(love) her as much as ever . 设计说明：进一步利用导入的视频资料和同学们对明星的喜爱，根据现在、过去和未来设计一些假定，既能激发同学们的兴趣，又能为完成后面的环节为同学们起到示范的作用。

说明：根据我校

“四导一评”的课堂教学模式，Practice部分的答案都要通过模块小组讨论并分组将答案展示出来（既可以是口头展示，也可以展示在黑板上）。本次要求同学们将答案展示在黑板上相应的时间栏中（现在、过去与将来），教师与全班同学进行评价，并给表现好的小组加分。

Step4：Consolidation

Make sentences like the sample in groups. ( No less than 4 sentences.)

Sample:

*If I were a superwoman, I would help those who are in need.

*If I helped those who are in need, they would live a peaceful and happy life.

*If they lived a peaceful and happy life, the society would be more harmonious.

*If the society were more harmonious, it would develop faster. * …

If I were

, I

设计说明：通过前面几个环节的练***部分同学已经熟练地掌握了非真实条件句的形式，

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这部分是本节课的生成部分，发散了学生思维，让他们自主创新。在这一环节中，教师先设计六种不同的身份（a billionaire,the headmaster, a scientist, a parent, an alien, a superstar ) , 让同学们抽签决定自己的角色，然后分模块组讨论，并将讨论结果写在一张绘画纸上，教师用手机将六个组的成果拍成照片，通过QQ传到电脑中，然后再展示给大家看进行评价。每组派一个代表上讲台将本组的成果读给大家听。这种做法避免了传统的那种让同学们将成果贴在黑板上进行展示，大部分同学都看不清纸上所写的弊端。通过信息技术，让同学们更直观更清楚地欣赏到自己以及他人的成果。

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