Unit1-Grammar名師教學(xué)設(shè)計(jì)

10/10Unit1Grammar名師教學(xué)設(shè)計(jì)Book6Unit1:ArtSection3語法課框架單教材版本：人教版冊(cè)數(shù)：Book6單元：Unit1課型（課時(shí)）：語法課-Section3教材分析本課主要是幫助學(xué)生復(fù)習(xí)虛擬語氣的用法。教材中共設(shè)計(jì)了四個(gè)練習(xí)。練習(xí)一通過“熱身”中的兩個(gè)問句，讓學(xué)生認(rèn)識(shí)虛擬語氣，要求學(xué)生從閱讀課文中找出含有虛擬語氣的句子；練習(xí)二要求學(xué)生區(qū)分虛擬條件句與表示真實(shí)情況的條件句；練習(xí)三是讓學(xué)生用所給動(dòng)詞的正確形式填空，進(jìn)一步理解和鞏固虛擬語氣的用法；練習(xí)四是要求學(xué)生用虛擬語氣做游戲，想想自己將來是誰，會(huì)做些什么事情，然后和同學(xué)分享。通過學(xué)生對(duì)語法規(guī)則的自主學(xué)習(xí)和教師的任務(wù)型教學(xué)，學(xué)生將能掌握動(dòng)虛擬條件句中的虛擬語氣的用法，另外教師應(yīng)補(bǔ)充講解。教學(xué)目標(biāo)語言目標(biāo)：學(xué)習(xí)并能夠運(yùn)用虛擬語氣的用法：1.了解虛擬語氣和真實(shí)語氣的區(qū)別；2.掌握虛擬語氣在虛擬條件句和名詞性從句中的用法；3.能在語境中正確使用虛擬語氣。語義目標(biāo)：1.能用虛擬語氣表達(dá)不真實(shí)的語義；2.能用虛擬語氣表達(dá)過去、現(xiàn)在或?qū)淼臎]能完成或沒有實(shí)現(xiàn)的愿望。語用目標(biāo)：學(xué)會(huì)用虛擬語氣表示委婉的建議和請(qǐng)求等；能在語境中正確的使用虛擬語氣表達(dá)自己的建議和想法。策略目標(biāo)：1.能通過自主學(xué)習(xí)觀察語法規(guī)則，并進(jìn)行總結(jié)歸納一般規(guī)律；2.能通過合作學(xué)習(xí)與同伴交流，學(xué)習(xí)同伴經(jīng)驗(yàn)和學(xué)習(xí)方法，摸索自己的語法學(xué)習(xí)方法；文化目標(biāo)：1.學(xué)會(huì)西方用虛擬語氣表達(dá)真實(shí)情感的方法；2.體會(huì)在語境中如何用虛擬語氣表示委婉的建議和請(qǐng)求；3.樹立和培養(yǎng)正確的未來人生理想。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：1.虛擬語氣在虛擬條件句中的用法；2.區(qū)別虛擬語氣和真實(shí)語氣。教學(xué)難點(diǎn)：1.學(xué)生通過自主學(xué)習(xí)學(xué)會(huì)總結(jié)歸納虛擬語氣的形式與功能，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力；2.讓學(xué)生理解和掌握虛擬語氣的含義和用法；建議教法（一）功能法（TheFunctionalApproach）又被稱為語義—意念法(TheSemanticNotionalApproach)功能法是以語言功能項(xiàng)目為綱，培養(yǎng)交際能力的一種教學(xué)方法體系。通過接觸、模仿范例練習(xí)和自由表達(dá)思想三個(gè)步驟來組織教學(xué)。本節(jié)語法課即通過教師的情景導(dǎo)入感知不定式的用法，再通過語法規(guī)則的學(xué)習(xí)來進(jìn)行虛擬語氣的學(xué)習(xí)，最后在情境練習(xí)中體會(huì)虛擬語氣的用法來組織整個(gè)教學(xué)活動(dòng)的。（二）任務(wù)型教學(xué)法（Task-basedLanguageTeachingApproach）任務(wù)型教學(xué)是指教師通過引導(dǎo)語言學(xué)習(xí)者在課堂上完成任務(wù)來進(jìn)行的教學(xué)。在本節(jié)課的教學(xué)活動(dòng)中，教師圍繞談?wù)撐磥砣松倪@一話題，設(shè)計(jì)出具體的、可操作的任務(wù)，學(xué)生通過表達(dá)和溝通的語言活動(dòng)形式來完成任務(wù)，以達(dá)到學(xué)習(xí)和掌握語言的目的。教學(xué)流程（詳見相應(yīng)教學(xué)設(shè)計(jì)）教學(xué)評(píng)價(jià)1.本課時(shí)的目標(biāo)設(shè)計(jì)清晰可操作，活動(dòng)的設(shè)計(jì)緊扣目標(biāo)要求并與目標(biāo)達(dá)成一致；2.語法課的活動(dòng)設(shè)計(jì)通過任務(wù)型教學(xué)，將虛擬語氣的語法學(xué)習(xí)和在情境中的運(yùn)用相結(jié)合，培養(yǎng)了學(xué)生的語言交際能力；3.課后的活動(dòng)設(shè)計(jì)體現(xiàn)了對(duì)學(xué)生運(yùn)用能力與正確人生觀的培養(yǎng)。Section3語法課教學(xué)設(shè)計(jì)步驟過程措施（教師活動(dòng)與學(xué)生活動(dòng)）目的持續(xù)性評(píng)價(jià)DELC1預(yù)備與激活先期知識(shí)Step1Warmingup(熱身)(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.通過閱讀對(duì)話引起學(xué)生學(xué)習(xí)語法的興趣和對(duì)語法定義的思考。2.通過學(xué)生觀察對(duì)話中虛擬語氣的用法，培養(yǎng)學(xué)生復(fù)習(xí)歸納語法學(xué)習(xí)的自主學(xué)習(xí)能力。1.通過對(duì)學(xué)生的詢問了解學(xué)生是否了解虛擬語氣的定義。2.學(xué)生是否清楚虛擬語氣的含義和用途。DELC2獲取新知識(shí)Step2Introductionandpresentation(引入和呈現(xiàn))1.AskSstodoexercise1and2totelltheuseofsubjunctivemood.T:Writedownthetwosentencesinexercise1onboardandaskSstotelltheuseandfunctionofsubjunctivemood.S:Thesesentencesusedifferenttensetoindicatethefactsandwisheswhicharenottrue.T:Yes,youdidverygoodjob.Canyouidentifythefactualsituationandawish?Pleasedoexercise2onpage5.S:Doexercisesandcheckanswersinclass.2.Teacherguidethestudentstolearnttherulesofsubjunctivemood.T:Itseemsthatyouhavealreadyknownthedifferencebetweenfactsandwishes.Weusuallyusedifferenttensetoexpresssubjunctivemood.Let’smovetolearnhowtousesubjunctivemoodin“if”clausesandnounclauses.一、虛擬語氣用于條件狀語從句中1.表示與現(xiàn)在事實(shí)相反的假設(shè),條件狀語從句中的謂語動(dòng)詞用“過去式(be動(dòng)詞的過去式用were)”,而主句中的謂語動(dòng)詞“would/should/could/might+動(dòng)詞原形”。e.g.IfIwereaboy,Iwouldjointhearmy.[即時(shí)練習(xí)]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.與過去的事實(shí)相反從句的謂語用had＋過去分詞,構(gòu)成IfI(we,you,he,they)＋had＋過去分詞的形式；主句的謂語用should(第一人稱)/would(第二、三人稱)/could/mighthave＋動(dòng)詞過去分詞。Ifhe__________morecarefully,he_________________thecaraccidentyesterday.IfI__________howtoswim,I__________________trappedinthisisland.[即時(shí)練習(xí)]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.與將來事實(shí)相反從句的謂語用IfI(we,you,he,they)＋動(dòng)詞過去式或weretodo或shoulddo形式,主句謂語用should(第一人稱)/would(第二、三人稱)/could/might＋動(dòng)詞原形。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.主句與從句的動(dòng)作發(fā)生在不同的時(shí)間,這時(shí)主從句謂語動(dòng)詞的虛擬語氣形式因時(shí)間不同而不同,這叫做混合條件句。e.g.Ifyouhadaskedhimyesterday,youwouldknowwhattodonow.例句中從句與過去事實(shí)相反,主句與現(xiàn)在事實(shí)相反。Ifthestaffhadbeenmorecareful,themallwouldnotbeonfirenow.[總結(jié)]虛擬語氣在條件狀語從句中的用法。Ifdid/were,…would\should\coulddo.(與現(xiàn)在事實(shí)相反)Ifhaddone\been,…would\couldhavedone…(與過去事實(shí)相反)Ifweretodo\shoulddo,…would\coulddo…(與將來事實(shí)相反)二、虛擬語氣在賓語從句中的用法1.在動(dòng)詞wish后的賓語從句中,表示與現(xiàn)在或過去的事實(shí)相反,或?qū)淼闹饔^愿望,從句通常省略連詞that。(1)表示對(duì)現(xiàn)在情況的虛擬:從句動(dòng)詞用過去式或過去進(jìn)行式(be動(dòng)詞一般用were)。IwishIwereastallasyou.Iwisheverydayweremybirthday.(2)表示對(duì)過去情況的虛擬:從句動(dòng)詞常用“had＋過去分詞”。Iwish/wishedIhadn’teatensomuchwatermelon.Thepartywasterrible,IwishIhadnevergonetoit.(3)表示對(duì)將來的主觀愿望:從句動(dòng)詞形式為“would＋動(dòng)詞原形”。注意:主句的主語與從句的主語不能相同,因?yàn)橹骶涞闹髡Z所期望的從句動(dòng)作能否實(shí)現(xiàn)，取決于從句主語的態(tài)度或意愿(非動(dòng)物名詞除外)。e.g.但愿你立刻來。Iwishyouwouldcomesoon.2.表示要求，命令，建議的虛擬語氣。常見動(dòng)詞：一個(gè)堅(jiān)持，兩個(gè)命令，三個(gè)建議，四個(gè)要求。即:insist；order,command；advise,suggest,propose；demand,require,request,desire這些動(dòng)詞后面的賓語從句要使用虛擬語氣。即從句中的動(dòng)詞使用should+動(dòng)詞原形，或者將should省略。e.g.我們建議湯姆去休息一下。WesuggestedthatTom(should)havearest.他堅(jiān)決要求我到場(chǎng)。HeinsistedthatI(should)bepresent.以上動(dòng)詞相應(yīng)的名詞構(gòu)成的名詞性從句包括主語從句，表語從句和同位語從句也要使用虛擬語氣。從句中的動(dòng)詞形式一樣。即：(should)＋v.（order,advice,suggestion,proposal,demand,request,desire）insist/suggest不接虛擬的用法Sheinsistedthatshewasright.她堅(jiān)持認(rèn)為自己是對(duì)的。（堅(jiān)持事實(shí)）Hisuncleinsiststhatheshouldnotstayinthehotel.他的叔叔堅(jiān)持要求他不要待在旅館里。e.g.Thelookonhisfacesuggestedthathewasunhappy.Isuggestedthattheteachers’wages(should)beincreased.3.It’s(about/high)time+(that)…過去時(shí)\shouldv.(should不可省略)e.g.你該走了It’stimethatyouwent.\It’stimethatyoushouldgo.asif/asthough由asif(asthough)或eventhough(eventhough)引導(dǎo)的狀語從句表示比較或方式時(shí),從句謂語形式為動(dòng)詞的過去式(be用were)或“had＋過去分詞”。e.g.Hebehavesasifheownedthehouse.ShetalksaboutRomeasthoughshehadbeenthereherself.4.wouldrather(that)現(xiàn)在（過去時(shí)）過去（過去完成時(shí)）將來（過去時(shí)）Iwouldratheryoupaidmenow.Iwouldratheryouhadgone,too.Don’tcome.Iwouldratheryoucametomorrow.1.通過分析句子感知虛擬語氣是通過時(shí)態(tài)的改變來體現(xiàn)和表達(dá)的。2.通過區(qū)分真實(shí)語氣和虛擬語氣感知虛擬語氣的功能和用途。Suggestedanswers:1.a.were,wouldtakeb.burst,wouldhappenC.werenot,couldbed.were,wouldask創(chuàng)設(shè)真實(shí)語言交際情境，讓學(xué)生在語境中運(yùn)用虛擬語氣。Suggestedanswers:haddriven,wouldn’thavehadhadlearnt,wouldn’thavebeena.hadbeen,wouldhavepassedb.hadgot,wouldhavecaughtc.hadmet,wouldhavegoneSuggestedanswers:a.shouldbe,wouldmakeb.wouldhappen,shouldgetupc.weretocontrol,shouldbe學(xué)生是否具備自主觀察、總結(jié)語法規(guī)則的能力。DELC3深度加工知識(shí)Step3Application（運(yùn)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