Grammar and usage(1): Unreal conditions优秀教学设计

Module6 unit3

Grammar and Usage Unreal conditionals

古丈一中

陈双双

Teaching Objectives: (1) Enable the students to use unreal conditionals of the present, past or future time. (2) Improve students’ reading and thinking abilities and the ability of using unreal conditionals Teaching Important and Difficult Points: Learn when and how to use unreal conditionals correctly. Teaching Approaches: Explaining, discussing and practicing. Teaching Aids: The multimedia and the blackboard Teaching Procedures: Step1: Leading-in(导入)

Introduce a book named “three days to see” to students, and discuss the book together, expressing their ideas freely. Such as: what would you do now, if you lost your vision or other valuable things? You wish…….

Tell students: The situations are not real or are imaginary. We call them unreal conditionals. Unreal conditionals state a condition or situation that is not real or is imaginary.

(设计说明：教师展示美国聋哑女作家海伦凯勒的书，简单讲解书中内容，请学生思考：假如你只有三天的光阴，你又将如何度过你那宝贵的时间呢？目的是快速吸引学生的注意力以及引入本堂课的内容——虚拟语气。) Step2:

Presentation（知识讲解）

一、一般条件句中虚拟语气的用法

1.We use unreal conditionals to state a present condition or situation that is not real or is imaginary.

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e.g.

1) If I got married in UK, I would expect a present. 2) I could reach the book if I were a bit taller. 3) If I had the chance, I might want to be a translator. Ask students to tell the Pattern we use in unreal conditionals to state a present condition or situation. If… was/were/did …,

…would/could/might do …

2. We also use unreal conditionals to refer to an imaginary past action. e.g. 1) If you had joined the chat room ten minutes ago, you would have known what we were talking about. 2) If the man had pointed with his first finger while he was in Brunei, everyone would have thought that he was very rude. We form unreal past conditionals like this: If … had been/done…, …would/could/might have done…

3. We use unreal future conditionals to talk about imaginary future situations. e.g.

1) If I had time tomorrow, I would certainly help you. 2) If I were to fail my Math test, I would have to take it again at the end of the term.. 3) If he should come tomorrow, I would talk to him about it. We form unreal future conditionals like this: If…was/were/did/should/were to…, …would/should/might do.

二、一般条件句中虚拟语气的用法

1) Would, could and might are often interchangeable, but with some difference in meaning. Would → intention; plan

Could → ability; possibility

Might → probability

2) In written English or in formal situation, we usually use were in If-clauses in place of was. However, in everyday conversation, was is often used. （设计说明：此环节是本堂课的中心内容，是语法学习的重难点，在进行语法教学的过程中把握好教学内容和教学范围的度，在讲解过程中注重语法教学的

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交际性、科学性和可操作性。在设计教学活动中调动学生的主体意识，激发学生的参与意识。）

Step3:

Consolidation(知识巩固) Task 1: Discuss the sentences in groups and try your best to express your feelings in English as follows.

我现在有些后悔把本该用在学习上的时间浪费在玩电脑游戏上了。英语本该是我擅长的学科，但是我在上面投入的时间和精力太少了。如果我两年前像现在一样用功，现在我的成绩会令人满意的多……

I regret wasting the time which I should have spent on my studies playing computer games. I could have been good at English, but I devoted too little time and energy to it. If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now. Task 2: Appreciate an English poem, and we will hold an English recital competition.

Living Life Over 如果有来生

If I had my life to live over...I would have talked less and listened more. 如果有来生，我会少说，多听。I would have invited friends over to dinner even if the carpet was strained and the sofa faded. 我会请朋友来家吃饭，即便地毯脏了，沙发褪色了……

（设计说明：课堂巩固环节我设计了两个小任务，任务一目的在于巩固语法只是要点，让学生能够熟练掌握本堂内容；任务二旨在让学生通过诗歌在朗读体会虚拟语气的运用，同时也能够了解虚拟语气语言体验，注重精讲精练，以练为主，注重语言的运用。）

Step4:

Summary（课堂小结）

Retell the basic grammar patterns about the unreal conditionals. Step5:

Homework（课后练习）

Write a composition about your dream and can hardly be realized in your daily life, such as walking in the space, living under the sea, making a journey and so on. (设计说明：课外作业是课堂的延伸，本环节是所有教学环节的延续，通过写作练习，使学生逐步学会运用语法知识，表达自己的情感，让学生在反复接触和运用语言的过程中逐步消化所学的内容。)

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Step6: Blackboard design（板书设计）

Module 6 unit 3 Grammar and usage Unreal conditionals 与现在的事实相反的假设：

If…did/were…., ……would/could/might/shoud+do

与过去的事实相反的假设：

If…had done…, ……would/could/might/should+have done

与将来的事实相反的假设：

If…were to/should/did…, ……would/could/might/should+do

Step7: Reflection after teaching（教学反思）

本堂课我通过不同的任务设计，让学生在体验语法的过程中完成不同任务，主要环节有leading-in（导入）、presentation（讲解）、consolidation（巩固）、等，学生通过讲听、说、读相结合，熟悉和掌握学习的主要内容。新教材要求教师能够改变单纯进行语法教学的方式，将语言的形式和交际写作结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能够运用语言的目的。但是，在我们学生身上，我发觉绝大多数学生离开课堂之后就很少有机会练习英语，学生缺乏环境英语的刺激，导致很多学生在课堂上也不敢开口说英语，在表达自己的看法和讨论时，有的学生不敢大胆说，欲言又止，所以在今后的教学中应多给学生提供表达自己的机会，也要积极给学生更多的帮助，主动了解学生的语言学习上的困难。

总之，学生在课堂上学到的知识毕竟是有限的，我们要让学生掌握语言的同时，将课堂知识化为能力，从而达到语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。

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