四川省宜宾市一中学年高中英语上学期第4周 Grammar教学设计Word格式文档下载.docx
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句子的分析和知识点的归纳；
条件状语从句的引导词
状语从句由从属连词if（如果）,unless（除非）,aslongas（只要）,onconditionthat,incase,once等领导。
例如:
Youcannotlearnalanguagewellunlessyouworkhard.
除非你努力学习,否则学不好语言。
IwillcomeonconditionthatMaryisinvitedtoo.
如果也邀请玛丽,我就会来。
Ifyouwakeupbeforeme,givemeacall.
如果你醒的比我早,请叫我一声。
Iwillgiveyouthemoneyaslongasyougowithyourelderbother.
只要你同你哥哥一块去,我就会给你钱。
Takesomemoneyincaseyoumayneedit.
带点钱万一你需要。
Onceyougiveittohim,youwillnevergetitback.
一旦他把东西得到手,你就再也要不回来了。
Period4 Function;
Grammar2;
Pronunciation;
Speaking
TheGeneralIdeaofThisPeriod
InthisperiodfirstwewilldealwithFunctionpart.TheteachermayorderthestudentstoreadthepiecesofadviceinListeningandvocabularyActivity4againandunderlinethemodalverbsinthem.Thenworkingroupsoffourtodiscussinwhichconditionsorsituationspeopleusethemodalverbsshouldormusttogiveadvice.InGrammar2part,wewillfurtherlearnadverbialclauseofcondition.InPronunciationpartwewilllistentotwospeakerswithanAmericanaccentandaBritishaccentrespectively.Theteachermayencouragethestudentstolistenverycarefullyandthenaskthemtosumupthedifferencesbetweenthetwoaccents.TheSpeakingpartexposesadialogue.Thestudentsgetachancetoperformarole-play,whichraisethestudents’awarenessofcooperation.Meanwhile,theycanalsopractisehowtoaskandgiveadvice.
TeachingImportantPoints
Tomotivatethestudentstoworktogether.
TeachingDifficultPoints
HowtoenablethestudentstomasterthedifferencesbetweenanAmericanEnglishaccentandaBritishEnglishaccent.
TeachingMethods
Listeninganddiscussion.
Pairworkaswellasgroupwork.
TeachingAids
ablackboard,ataperecorderandamultimedia
ThreeDimensionalTeachingAims
KnowledgeandSkills
ToletthestudentsknowthedifferencesofanAmericanaccentandaBritishaccentclearlyandcanusethemfreelyinthefuturestudies.
Totraintheirlisteningskills.
Totraintheirspeakingskills.
ProcessandStrategies
Encouragethestudentstospeakinclassthroughorganizingsomepractice.
FeelingsandValue
ThroughlisteningtoandmakingcomparisonsbetweenanAmericanaccentandaBritishaccent,trainthestudent’scooperationconceptanddeepentheirunderstandingofAmericanEnglishandBritishEnglish.
TeachingProcedures
Step1Revisionandlead-in
T:
Goodmorning,class!
Inlastperiodwehavelearnedadverbialclauseofconditionandtwosubordinateconjunctionswhenandif.Inaddition,wedidsomelisteningpracticeandimprovedourlisteningskill.Meanwhile,welearnedsomepiecesofadvice,right?
（Showthefollowingonthescreen.）
·
Youshouldshakehandswhenyoumeetnewpeople.
Youshouldbringsomeflowersorabottleofwine.
Youshouldopengiftsimmediately.
Youshouldn’tusefamilynames.
Youshouldn’tarrivetoolate.
Youshouldn’ttalkaboutpoliticsorreligion.
Youmustn’tleaveassoonasyoufinishthemeal.
Youmustthankyourhostforawonderfulevening.
Youmustn’tarriveearly.
Step2Function
T:
Nowlookthroughthesesentencesagainandunderlinethemodalverbs.Thendiscusswithyourpartnerstoseeinwhichsituationpeopleusethemtogiveadvice.
（Theteachergivesthestudentsafewminutestoprepare.）
（Afewminuteslater.）Areyouready?
Ss:
Yes.
Well.Accordingtoyourdiscussion,completethefollowingsentences.
1.Weusethemodalverb__________togiveadvice.
2.Weusethemodalverb__________togivestrongadvice.
3.You__________meansIt’sagoodideato...
4.You__________meansIt’sveryimportantto...
Let’sdothistogether.Fillintheblanksonebyone.No.1?
Whichword?
Should.
Completelytrue.Whataboutthesecondone?
Must.
Welldone.Sentence3?
Goodjob.Howaboutthelastone?
Suggestedanswers:
1.should 2.must 3.should 4.must
ThroughActivity1,we’vegotsomethingabouttwomodalverbsusedtogiveadvice.Inthefollowingactivity,youcanknowmoreabouthowtousethemtogiveadvice.Onthescreenarefivesentencesaboutcustoms.Workinpairsandcompletethemwithshould,mustandtheirnegativeformsbyguessing.
Doyouknow...?
1.InFranceyou__________shakehandseverytimeyousayhelloandgoodbye.
2.InThailandyou__________touchsomeoneonthehead,evenbyaccident.
3.InSpainyou__________waituntil10pmbeforeyouhavedinner.
4.InJapanyou__________giveapen-knifeasapresent.
5.InRussiayou__________makeatoasteverytimeyoutakeasipfromyouglass.
（Givethestudentsafewminutestodiscussandguess.）
（Whentimeisup.）Stophere,please,areyouready?
Well.（Theteachercanaskvolunteerstodothisonebyone.）
...
（Afterfinishingthisexercise.）Inthesecustoms,whichonedoyouthinkissurprisingorinteresting?
Ifyouhaveyourowndistinguishedopinion,wouldyouliketoshareitwithothers?
（Differentstudentshavedifferentopinionssothisisanopentopicwhichcaninterestthestudentsinothercountry’scustomsandculture.Inthiswaycouldtheystrengthentheircommunicationability.）
1.should 2.mustn’t 3.should 4.shouldn’t 5.must
Step3Grammar2
Inlastperiodwehavelearnedsomethingaboutadverbialclauseofconditionandtwosubordinateconjunctionswhenandif.Aswehaveknown,bothofthemintroducesituationswhoseresultsareexplainedintheotherpartofthesentence.Inaddition,itusuallyusesthepresentsimpletense.ThefollowingGrammar2partwillleadyoutofurthermoreinformationaboutadverbialclauseofcondition.Herearethreesentenceswithadverbialclauseofcondition.Readthemthroughandanswerthequestionsbelow.
（Showthefollowingsentencesandquestionsonthescreen.）
a）Ifyoumeetsomeoneyouusuallyshakehisorherhand.
b）WhatshouldIdoifI’minvitedtodinner?
c）Unlessyou’reunluckyyou’llsoonthinkofsomething.
1.Whichsentencereferstoanormaleverydaysituation?
2.Whichsentencereferstoapossibilityinthefuture?
3.Whichwordinthethirdsentencemeansif...not?
（Givethestudentsafewminutestopreparethisandthenaskafewgoodpairstogiveanswersbysuchmeansasoneaskthequestionsandtheotherreadsthesentencesorgivesanswers.）
Youperformedwelljustnow.Inordertoconsolidatewhatyoulearned,Iprepareanexerciseforyou.
（Showtheexerciseonthescreen.）
1.Ifyou__________acakeyouhost__________verypleased.（take,be）
2.Unlesstheweather__________better,I__________athome.（get,stay）
3.He__________homeearlyifhe__________well.（go,notfeel）
4.What__________I__________ifthey__________aboutpolitics?
（do,talk）
5.Ifyou__________yourhandthetaxi__________.（raise,stop）
6.I__________anythingunlesshe__________me.（notsay,ask）
（Givethestudentssometimetoprepare.）
Yeah.
Nowchecktheanswersaccordingtowhatareshownonthescreen.
1.take;
willbe 2.gets;
willstay 3.willgo;
doesn’tfeel 4.shall;
do;
dotalk 5.raise;
willstop 6.willnotsay;
asks
Step4Pronunciation
Youallgivewonderfulperformancesinthelaststeps.Inthefollowingsectionwewillpracticeourpronunciation.Hereisashortpassageaboutgivingadvicewhichcomesfromthelisteningactivity.Youmaybefamiliarwithit.Firstreaditthrough,meanwhilepaymuchattentiontoyourintonationandpronunciation,OK?
（Showthefollowingdialogueonthescreen.）
Whenyou’reinvitedtosomeone’shome,it’sagoodideatobringagiftforyouhost.Itdoesn’thavetobesomethingexpensive,perhapssomeflowersorabottleofwine.
Ifyouhaveameal,don’tstarteatingbeforeeveryoneelseisserved.Andwhateveryoudo,don’tleaveimmediatelyafterthemealisfinished.
Stophere.NowlistentoaspeakerwithanAmericanaccentandcomparehispronunciationwithyourown.
（Theteacherplaysthetape.）
Nowlistentoaspeakerwithanotheraccent,thatis,aBritishaccent.ListenmorecarefullyandpayattentiontothedifferencesexistingbetweentheAmericanandBritishaccents.
（Oncemoretheteacherplaysthetapethrough.）
Workinpairsanddiscussthedifferencesinbothaccentsyouhaveheard.
（Ashortwhilelater.）Whowantstoshowyouropinion?
Sa:
/t/inAmericanEnglishsoundsmorelike/d/.
Good.Justthisone?
Differentopinion?
Sb:
Ithinkthat/
/inAmericanEnglishsoundslike/Λ/.
Absolutelytrue.Thethirdone?
Sc:
Inmyopinion,when/r/ispronouncedinanAmericanaccent,thestressisusuallyputinthefrontofthetongue.
Right.Whataboutthelastone?
SD:
Iheardthat/ɑ:
/ismorelike/æ
/.
Thispracticereallyshowsthatyourlisteningabilityisgreatlyimprovedandyourpronunciationsoundswonderful.
NowyoupracticereadingthisshortpassageagainwithanAmericanaccent.
（Alittlewhilelater.）YoumayhavelearnedhowtopronounceawordinanAmericanaccent.Nextlet’shaveanotherkindofpracticetoseeifyoureallymasterit.Lookatthefollowingthreeshortpassagesandlistentothetapeaswellasfollowthereading.Thencheckwhatkindofaccenttheyarereadwith.
（Theteachershowsthepassagesonthescreen.）
It’sbesttoavoidanyheavy-goingconversationtopics.Soavoidpoliticsorreligioncompl
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