Unit1-Grammar名师教学设计

10/10Unit1Grammar名师教学设计Book6Unit1:ArtSection3语法课框架单教材版本：人教版册数：Book6单元：Unit1课型（课时）：语法课-Section3教材分析本课主要是帮助学生复习虚拟语气的用法。教材中共设计了四个练习。练习一通过“热身”中的两个问句，让学生认识虚拟语气，要求学生从阅读课文中找出含有虚拟语气的句子；练习二要求学生区分虚拟条件句与表示真实情况的条件句；练习三是让学生用所给动词的正确形式填空，进一步理解和巩固虚拟语气的用法；练习四是要求学生用虚拟语气做游戏，想想自己将来是谁，会做些什么事情，然后和同学分享。通过学生对语法规则的自主学习和教师的任务型教学，学生将能掌握动虚拟条件句中的虚拟语气的用法，另外教师应补充讲解。教学目标语言目标：学习并能够运用虚拟语气的用法：1.了解虚拟语气和真实语气的区别；2.掌握虚拟语气在虚拟条件句和名词性从句中的用法；3.能在语境中正确使用虚拟语气。语义目标：1.能用虚拟语气表达不真实的语义；2.能用虚拟语气表达过去、现在或将来的没能完成或没有实现的愿望。语用目标：学会用虚拟语气表示委婉的建议和请求等；能在语境中正确的使用虚拟语气表达自己的建议和想法。策略目标：1.能通过自主学习观察语法规则，并进行总结归纳一般规律；2.能通过合作学习与同伴交流，学习同伴经验和学习方法，摸索自己的语法学习方法；文化目标：1.学会西方用虚拟语气表达真实情感的方法；2.体会在语境中如何用虚拟语气表示委婉的建议和请求；3.树立和培养正确的未来人生理想。教学重难点教学重点：1.虚拟语气在虚拟条件句中的用法；2.区别虚拟语气和真实语气。教学难点：1.学生通过自主学习学会总结归纳虚拟语气的形式与功能，培养学生的自主学习能力；2.让学生理解和掌握虚拟语气的含义和用法；建议教法（一）功能法（TheFunctionalApproach）又被称为语义—意念法(TheSemanticNotionalApproach)功能法是以语言功能项目为纲，培养交际能力的一种教学方法体系。通过接触、模仿范例练习和自由表达思想三个步骤来组织教学。本节语法课即通过教师的情景导入感知不定式的用法，再通过语法规则的学习来进行虚拟语气的学习，最后在情境练习中体会虚拟语气的用法来组织整个教学活动的。（二）任务型教学法（Task-basedLanguageTeachingApproach）任务型教学是指教师通过引导语言学习者在课堂上完成任务来进行的教学。在本节课的教学活动中，教师围绕谈论未来人生的这一话题，设计出具体的、可操作的任务，学生通过表达和沟通的语言活动形式来完成任务，以达到学习和掌握语言的目的。教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致；2.语法课的活动设计通过任务型教学，将虚拟语气的语法学习和在情境中的运用相结合，培养了学生的语言交际能力；3.课后的活动设计体现了对学生运用能力与正确人生观的培养。Section3语法课教学设计步骤过程措施（教师活动与学生活动）目的持续性评价DELC1预备与激活先期知识Step1Warmingup(热身)(5mins)1.TeacherelicitsthedefinitionofsubjunctivemoodbyaskingSstoobserveaconversationandsummarizetheirideasaboutit.（5mins）T:Doyouknowwhatsubjunctivemoodis?S:Answersmayvary.T:Let’sreadaconversationandtelltheuseofsubjunctivemoodandthentrytosummarizethedefinitionofsubjunctivemood.Payattentiontotheuseoftenseintheconversation.S:Readandobservetheconversation.A:Whydon’tourgrandchildrenvisitusmoreoften?B:Theydon’thaveenoughtime.Iftheyhadmoretime,theywouldvisitusmoreoften.2.TeacheraskstheSstosummarizethedefinitionofsubjunctiveafterobservation.(5mins)Subjunctivemoodisusuallyusedtotalkaboutsituationsthatarenottrueornotlikelytobecometrue.Canyoufindmoreexamplesofthesubjunctivemoodfromthetext?1.通过阅读对话引起学生学习语法的兴趣和对语法定义的思考。2.通过学生观察对话中虚拟语气的用法，培养学生复习归纳语法学习的自主学习能力。1.通过对学生的询问了解学生是否了解虚拟语气的定义。2.学生是否清楚虚拟语气的含义和用途。DELC2获取新知识Step2Introductionandpresentation(引入和呈现)1.AskSstodoexercise1and2totelltheuseofsubjunctivemood.T:Writedownthetwosentencesinexercise1onboardandaskSstotelltheuseandfunctionofsubjunctivemood.S:Thesesentencesusedifferenttensetoindicatethefactsandwisheswhicharenottrue.T:Yes,youdidverygoodjob.Canyouidentifythefactualsituationandawish?Pleasedoexercise2onpage5.S:Doexercisesandcheckanswersinclass.2.Teacherguidethestudentstolearnttherulesofsubjunctivemood.T:Itseemsthatyouhavealreadyknownthedifferencebetweenfactsandwishes.Weusuallyusedifferenttensetoexpresssubjunctivemood.Let’smovetolearnhowtousesubjunctivemoodin“if”clausesandnounclauses.一、虚拟语气用于条件状语从句中1.表示与现在事实相反的假设,条件状语从句中的谓语动词用“过去式(be动词的过去式用were)”,而主句中的谓语动词“would/should/could/might+动词原形”。e.g.IfIwereaboy,Iwouldjointhearmy.[即时练习]a.Ifthey_____(be)here,they__________(take)youradvice.b.Iftheworld-war_____(burst)outagain,what_____________(happen)toourpeopleonearth?c.Ifthepoliceman________(benot)inthatroom,it________(be)verydangerous.d.IfI_____(be)inyourposition,I_________(ask)forteacher’shelp.Chooseoneofthetopicsanddiscussitingroups.(1).Youhadadreamthatyouwereateacher.Whatwouldyoudoifyouwereateacher?(2).Supposeyouwonalotofmoney.Whatwouldyoudowiththemoney?2.与过去的事实相反从句的谓语用had＋过去分词,构成IfI(we,you,he,they)＋had＋过去分词的形式；主句的谓语用should(第一人称)/would(第二、三人称)/could/mighthave＋动词过去分词。Ifhe__________morecarefully,he_________________thecaraccidentyesterday.IfI__________howtoswim,I__________________trappedinthisisland.[即时练习]a.IfTom________(be)morecarefulintheexam,he________________(pass)italready.b.Ifyou_______(get)upearlier,you________________(catch)thefirsttrain.c.IfI________(meet)youyesterday,we_______________(go)totheconcerttogether.Problem-solving:ThestudentsfailedtheEnglishexam.Couldyougivehimsomesuggestions?3.与将来事实相反从句的谓语用IfI(we,you,he,they)＋动词过去式或weretodo或shoulddo形式,主句谓语用should(第一人称)/would(第二、三人称)/could/might＋动词原形。Ifyousucceeded,everythingwouldbeallright.Ifyoushouldsucceed,everythingwouldbeallright.Ifyouweretosucceed,everythingwouldbeallright.a.Ifthere_________(be)nonaturalresourceanymore,we___________(make)useofnuclearpower.b.What____________(happen)ifyou____________(getup)toolatetomorrow?c.IfRobots______________(control)theworldsomeday,here_________(be)nofriendship.主句与从句的动作发生在不同的时间,这时主从句谓语动词的虚拟语气形式因时间不同而不同,这叫做混合条件句。e.g.Ifyouhadaskedhimyesterday,youwouldknowwhattodonow.例句中从句与过去事实相反,主句与现在事实相反。Ifthestaffhadbeenmorecareful,themallwouldnotbeonfirenow.[总结]虚拟语气在条件状语从句中的用法。Ifdid/were,…would\should\coulddo.(与现在事实相反)Ifhaddone\been,…would\couldhavedone…(与过去事实相反)Ifweretodo\shoulddo,…would\coulddo…(与将来事实相反)二、虚拟语气在宾语从句中的用法1.在动词wish后的宾语从句中,表示与现在或过去的事实相反,或对将来的主观愿望,从句通常省略连词that。(1)表示对现在情况的虚拟:从句动词用过去式或过去进行式(be动词一般用were)。IwishIwereastallasyou.Iwisheverydayweremybirthday.(2)表示对过去情况的虚拟:从句动词常用“had＋过去分词”。Iwish/wishedIhadn’teatensomuchwatermelon.Thepartywasterrible,IwishIhadnevergonetoit.(3)表示对将来的主观愿望:从句动词形式为“would＋动词原形”。注意:主句的主语与从句的主语不能相同,因为主句的主语所期望的从句动作能否实现，取决于从句主语的态度或意愿(非动物名词除外)。e.g.但愿你立刻来。Iwishyouwouldcomesoon.2.表示要求，命令，建议的虚拟语气。常见动词：一个坚持，两个命令，三个建议，四个要求。即:insist；order,command；advise,suggest,propose；demand,require,request,desire这些动词后面的宾语从句要使用虚拟语气。即从句中的动词使用should+动词原形，或者将should省略。e.g.我们建议汤姆去休息一下。WesuggestedthatTom(should)havearest.他坚决要求我到场。HeinsistedthatI(should)bepresent.以上动词相应的名词构成的名词性从句包括主语从句，表语从句和同位语从句也要使用虚拟语气。从句中的动词形式一样。即：(should)＋v.（order,advice,suggestion,proposal,demand,request,desire）insist/suggest不接虚拟的用法Sheinsistedthatshewasright.她坚持认为自己是对的。（坚持事实）Hisuncleinsiststhatheshouldnotstayinthehotel.他的叔叔坚持要求他不要待在旅馆里。e.g.Thelookonhisfacesuggestedthathewasunhappy.Isuggestedthattheteachers’wages(should)beincreased.3.It’s(about/high)time+(that)…过去时\shouldv.(should不可省略)e.g.你该走了It’stimethatyouwent.\It’stimethatyoushouldgo.asif/asthough由asif(asthough)或eventhough(eventhough)引导的状语从句表示比较或方式时,从句谓语形式为动词的过去式(be用were)或“had＋过去分词”。e.g.Hebehavesasifheownedthehouse.ShetalksaboutRomeasthoughshehadbeenthereherself.4.wouldrather(that)现在（过去时）过去（过去完成时）将来（过去时）Iwouldratheryoupaidmenow.Iwouldratheryouhadgone,too.Don’tcome.Iwouldratheryoucametomorrow.1.通过分析句子感知虚拟语气是通过时态的改变来体现和表达的。2.通过区分真实语气和虚拟语气感知虚拟语气的功能和用途。Suggestedanswers:1.a.were,wouldtakeb.burst,wouldhappenC.werenot,couldbed.were,wouldask创设真实语言交际情境，让学生在语境中运用虚拟语气。Suggestedanswers:haddriven,wouldn’thavehadhadlearnt,wouldn’thavebeena.hadbeen,wouldhavepassedb.hadgot,wouldhavecaughtc.hadmet,wouldhavegoneSuggestedanswers:a.shouldbe,wouldmakeb.wouldhappen,shouldgetupc.weretocontrol,shouldbe学生是否具备自主观察、总结语法规则的能力。DELC3深度加工知识Step3Application（运用）1.Playagamecalled“IfIwere…,Iwould…”withpartners.TaketurnstoimaginewhatSswouldbesomebodyordoanything.EncourageSstotrytomaketheirsentencesasinterestingandimaginativeastheycan.Choosethebestonesandsharethemwiththeclass.2.Ssareaskedtoapplysubjunctivemoodtothedialogues.1.A:Whydoesn’tSallygetgoodgrades?B:Shedoesn’tstudyenough.If________________________2.A:Whydon’tIfeelenergetic?B:Youdon’tsleepenough.If__________________________3.A:IwonderwhyAlanmakessomanymistakes.B:Idon