课题：B6 U1 grammar 虚拟条件句

课时数：4

教材解读：在所有课本中，虚拟语气是最后一块重要的语法项目，在选修六第一，二单元。学生第一次接触语气及虚拟语气的概念，有一定的难度。本单元主要学习虚拟条件句和wish 后的虚拟语气，本节课为语法第一课时，主要聚焦虚拟条件句。

学生解读：经过一年半的总结归纳，发现式语法学习，学生的主动学习习惯有初步养成，但考虑到虚拟语气本身比较抽象，内容繁多，所以初步设想每节课聚焦一个重点内容，逐步渗透，由点到面。

学习

目标

A类 students will be able to

1 能在歌曲中初步感受到虚拟条件句；

2.能够总结区分真实条件句和虚拟条件句的不同用法；

3.根据例句总结虚拟条件句的结构和意义;理解掌握练习中出现的生词和短语：

       be allergic to                  一串；一束

        exhibition                     n. 几何学

        sculptor                       活着的；本人

     sculpture                       adj. 好斗的；有进取心的；

       aggressive                      n. 雕塑；雕刻

       in the flesh                    n. 雕刻家   

       geometry                        n. 展览；展览会；展览品

      a bunch of                      对…敏感

B类 students will be able to

4.在情景的帮助下通过反复练习掌握这两个结构和意义和用法;

5.能在具体的语境中正确使用该结构；

C类 students will be able to

6.在小组活动中积极参与;展示大方,清晰.

严格意义上的教学目标，应包括行为主体（Audience）、行为动词（Behavior）、行为条件（Condition）和表现程度（Degree）四项要素（简称ABCD型式），并有一套规范的陈述方式。

第一   行为主体（Audience）必须是学生而不是教师。教学目标是预期学生的学习结果，即预期学生通过学习后产生的行为变化、内在的能力和情感变化。

第二， 行为动词（Behavior）必须是可测量、可评价、具体而明确的，不能是模糊、笼统、抽象、不可测的。

第三，行为条件（Condition）是指影响学生产生学习结果的特定的限制或范围，为评价提供参照的依据。

第四，表现程度（Degree）是指评判该项能力的标准。程度是学生达到教学目标的最低衡量依据，是阐述学习成就的最低水准。

方法选择

1. 任务驱动，逐层递进
2. 集体参与，大组合作，小组展示

设计

原则

本节课采取了“简明实用”的设计原则。设计重点聚焦在以下两方面：学生活动的数量和质量（智慧）；课堂的起伏和流畅（功底）。

教学板块

（注明各板块解决目标序号及所用时间）

个体学习清单

第一板块——感知语法【目标1；5分钟】

领读屏幕上的歌曲关键词 sparrow/ snail/, hammer; nail, forest/ tree,提出问题：what does the man in the song want to be?

播放歌曲：

检查问题答案：he wants to be a sparrow/ hammer/ froest.

接着问：Can he be a sparrow/ hammer / forest? Is it possible?

It is just some wishes. Today we’ learn more about how to express wishes.

Purpose: 通过听歌，看歌，问歌，调动学生所有学习器官，令学生耳，眼，口，手，脑“五到”，兴趣倍增，积极参与到课堂活动中，并对下环节的学习活动充满期待。这个设计不仅有利于教学目标的达成，而且有助于开发学生的多元智能，可谓一举多得。

Class work

Read the words.

Think about the queston while listening and answer it after listen it.

第二板块——理解归纳【目标2 10分钟】

1．   Show two sentences and ask:

If I am free, I will visit you.

If I were a bird, I would fly into the sky.

What is the differences between them?

总结：Subjunctive mood is usually used to talk about situations that are not true or not likely to become true.

Purpose: 让学生初步感受，对比真实条件句和虚拟条件句在意义和结构上的差异，并引出虚拟语气的基本意义。

2．Ask Ss to write F if the sentence refers to a factual situation, and W if it refer to a wish.

1.He would come to party if he did not have to work.

=He wants to come, but he can not because he has to work.

2   If he has time, he always walks into the café and asks for a  cup of coffee.

=He always walks into the café and asks for a cup of tea.

3   If I had enough money, I would buy a new car.

=I have no money, and I will not buy a new car.

4   I will go with you to the gallery if it doesn’t rain tomorrow.

=I always go with you to the gallery if it doesn’t rain.

Purpose: 让学生进一步理解，强化对比真实条件句和虚拟条件句，并作陈述和解释。

3. ask ss to discuss in your groups and try to tell us:

•  What is “真实条件句”

•  What is “虚拟条件句”

    After discussion, ask some groups to roport teir ideas.

    After that, show the answers:

•         真实条件句:

•         所叙述的内容是事实，或者完全可能成为现实，句中的谓语动词用陈述语气。

•         虚拟条件句：

•         所叙述的内容与事实相反或实现的可能性极小，句中的谓语动词用虚拟语气

Purpose: 通过小组讨论，让学生初步自己总结真实条件句和虚拟条件句基本概念；学生的总结可能不太准确和全面，但让学生思考是重要和必要的。

4．Ask ss to Change the following sentences to wishes

5  He has no right to choose his holiday, so he can not go to Mexico.

If he had right to choose his holiday, he would go to Mexico.

6  I can not eat shellfish because I am allergic to them.

If I were not allergic to shellfish, I would enjoy eating them.

7 As the marble statue is too large for her garden, the housewife won’t buy it.

If the marble statue were not too big for her garden, the housewife would buy it.

8  We know very little about the disease, so we are not able to treat the patients effectively.

If we knew more about the disease, we would be able to treat the patients very effectively.

Purpose: 在前面总结归结的基础上，让学生把四个真实条件句变成虚拟条件句，实现了即学即练的目的。

5. 给学生给出什么是语气，分类，虚拟语气的基本意义。

语气(mood)是用来表示谈话人的态度和看法的动词形式。

英语有三种语气:

        ①陈述语气(同陈述句)

        ②祈使语气(同祈使句)

        ③虚拟语气

虚拟语气不表示一个事实，而是表示一种假设情况(愿望<wish …>，建议<suggest …>，假设<if …>)。

Purpose: 在前面的几个环节中，学生初步感受到了虚拟语气的基本特点，但基于语气的概念对学生比较抽象的考虑，在此环节中直接给出语气的概念和分类入虚拟语气的基本特点，降低了难度，节省了时间，提高了教学效率。

6. ask ss to abserve some sentences and summerise the structure in pairs.

(1)If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures.(与过去事实相反，事实上规则被发现了。)

(2)If you were an artist, what kind of pictures would you paint?

(与现在事实相反，事实上我不可能是艺术家）

(3)If it were sunny tomorrow, I would 

come to see you.

（与将来事实可能相反，明天是晴天的可能性很小）

本句从句中的动词形式还可用下面的形式：

If it should be sunny tomorrow, I ….

If it were to be sunny tomorrow, I …

After discussion, ask some pairs to report their ideas.

Show the structure and ask ss to rebember as much as they can.

Purpose: 在前面充分理解概念的基础上，让学生根据例句（大部分来自课文），轻松总结出虚拟条件句的结构；让学生自己总结语法规则，体现了“发现式学习”和“以学生为主体”的课标理念; 最后，老师给出结构，学生快速记忆，完成了知识由“浪漫”走向“精确”的阶段。至此，理结归纳部分全部结束。

class work

watch and think

hands up and answer the questions.

Class work

Read the sentences and tell F or W.

Group work

Discuss in their groups and came up with the definition.

Report their ideas by hands up.

Class work

Watch , think and take notes.

Class work:

Watch and change the setences into wishes by hands up.

Class work:

Watch, think and take notes.

Pair work

Discuss with his/her partner and come up with their ideas.

Report their ideas by hands up.

Class work

Some pairs report their ideas and others listen or make it up or correct some mistakes if there are.

第三板块——巩固运用 【目标4，5   15分钟】

1.Ask students to do some excises to consolidate the structure in oral English with the to help of some pictures or some partcil sentences.

Purpose: 让学生做些口头练习（机械性或半开放性练习）进一步巩固所学结构，让知识继续“精确”化，内化到学生的语感中。

2. Ask students to come up with their suggestions to me with the structure of If I were Mr.Tian, I would….. in their goups.

In each group, there should be a recorder to write down your ideas; a reporter to present your ideas in front of the class; others come up with as many wonderful ideas as possible.

Their sentences should be as many as possible and their reprentation should be as loudly as possible, and as clealy as possible.

Purpose: 在机械性练习的基础上，创设真实的语言运用的情景，让学生在完成任务的同时，自觉不自觉地使用目标语言，既强化了语言知识和结构，又提供了师生交流的机会和平台；让学生从前面的口语练习过渡到书面练习，再到口语表达，以充分调动学生的各种管能；让学生在台大胆展示自己的所思，所想。这一过程把语言教学，情感教学合二为一，可谓“一石双鸟”；同时完成了知识由“精确”走向“综合运用”的阶段；通过小组合作，不同分工，让学生学会合作，资源共享；让小组学生轮流到前台展示，旨在锻炼学生的表达能力和口才。至此，本节课的主体教学部分全部结束。“浪漫”“精确” “综合运用”的完整认知过程和节奏得以全部实现，为下一个更高阶段的循环打下子坚实的基础。

Class work

Finish the exercises in oral english by hands up.

Group work

Develop their senteneces and ideas in their groups. The recorder and reporter should come by turns.

第四板块——评价反馈 【目标  5分钟】

1．   老师对本节课作一简单评价。

2．   学生对照目标作自我评价。

3．   用连线的方式反馈词汇和短语学习情况

4．   用选择题的方式反馈虚拟条件句的学习情况。

Purpose: 没有评价反馈的教学是不完整的教学，没有反思的学习不是真正的学习。让学生在目标中进入课堂，在目标中走出课堂，总结所学，课堂有了完美的呼应。体现了高效课堂利率第一的原则，实现了课标要求的策略教学目的。

Indivdial work

Class work

Class work

Homework:

1．   基础题：课本上的基础练习

2．   巩固题：《学英语》报后的真空题

3．   拨高题：把课堂上的展示稿进行整理和完善，上交。

Purpose:在作业布置的体现从基础到提高的分层意识

教学反思

在语法课上，我有以下几个想法：

1．   以学生为主体的基本《课标》理念；

2．   明确，具体，可操作，评价的三维教学目标的设计是决定一节课的核心因素；

3．   情景化教学让枯燥的语法知识在广阔的情景中有滋有味；

4．   归纳法和演绎法相结合，对于规律性较强的知识侧重归结法，让学生进行发现式学习，以充分体现学生的主体精神；

5．   任务型教学，在学生完成任务的同时不知不觉内化语言；

6．   把握好“浪漫”“精确”“纵合运用”的教学和认知节奏。

我希望能够汇报一节“阳光下的课”，即尽可能地展示和呈现我们在过去的一年多时间里对课改的探索，思考和实践，同时也不可避免地暴露出很多很多的问题和不足；我们尽可能做到不表演，不作秀，不作假，力求公开课常态化，常态课公开化。

我们非常期待各位领导和同仁们提出宝贵意见，多提缺点，少提，不提优点（如果有的话）。

让我们在学校和年级的坚强领导下，在新课程理念的指导下，乘风破浪，义无反顾地行走高效课堂。

谢谢。