(2021新版)牛津译林版必修二英语unit3Grammar and usage 教案.docx

1、 1 Unit 3 Festivals and customs Grammar and usage I. Learning objectives By the end of the lesson, students will be able to: 1. master when to use future in the past; 2. know how to form future in the past; 3. apply the rules in new situations; 4. understand more about gift-giving. II. Key competenc

2、e focus 1. Master the basic rules of future in the past. 2. Comprehend some stories about gift-giving. III. Predicted area of difficulty 1. Use future in the past correctly. 2. Create a passage based on given topics and sentence structures. IV. Teaching procedures Step 1 Dictation 1. T shares some p

3、ersonal experience about gift-giving and asks Ss to write down what is being said. T repeats the text three times. T: Im very happy today because my husband called me last night. He said the next day would be my birthday and that he would come back to see me. He told me the train to Zhuzhou was leav

4、ing at 8 a.m. and that he would arrive at 4 p.m. He also said he was going to give me a surprise. I guessed it would be a gift. 2. T asks Ss to analyse the sentences above and pay special attention to the verb tense. T: In this paragraph, the tense forms would do and was going to do are used to expr

5、ess the idea that in the past he or I thought something would happen in the future, and we call this kind of tense future in the past. 【设计意图：简短语篇分享个人经历，并让学生听写，通过该语篇导入目标语法过去将 来时。该活动既训练听、写基本能力，又导入 festivals and customs 这一主题语境下的语法 结构。】 Step 2 Exploring the rules 1. T asks Ss to read the story about how

6、 Della prepared a gift for her husband Jim during the Christmas season and answer the following questions. How much did Della have? What was she going to do to earn more money for a nice gift? What did she buy for Jim at last? What was she about to find out? T: What a moving story! Della sold her be

7、autiful long hair just to buy what she thought was a nice 2 Christmas gift for Jima watch chain for his gold watch. All this happened just before Christmas. Its a tradition to prepare Christmas gifts for family members and friends. In the sentence “the next day would be Christmas”, future in the pas

8、t is used. 2. T asks Ss to find all the sentences that use future in the past and fill in the box below the story. And the next day would be Christmas. If she was to buy a nice gift for her husband Jim, she would need more money. . she was going to sell her hair. . she would buy Jim a perfect gift.

9、Would Jim still think she was pretty? She was about to find out. T: Future in the past is used to express the idea that in the past you thought something would happen in the future. It does not matter whether it actually happened at last. 【设计意图：通过回答问题式任务型阅读，让学生理解文本，仿例句寻找运用了过去将来时 的句子，让学生在语境中接触该语法现象，理

10、解其基本构成和用法，体现“形式意义使 用”三维语法观中形式与意义的契合。】 3. T asks Ss to observe the following sentences and find out more about the usage of future in the past. John said he would come. They were sure that they would win the final victory. I left my office early because I was going to see Jenny later that afternoon.

11、That journey was to change his life. Lily promised that she was coming to see us. T: Future in the past used in the first two sentences is to report an action in the future from a time when it was still in the past. Sentence 3 is to indicate an intention in the past. Sentence 4 is to mean that the f

12、uture action actually happened. T: In the last sentence, we find that was coming is also a case of future in the past. This form of future in the past is not very common and can only be used for a few verbs such as come, go, leave, arrive, start and begin. Therefore, we usually dont count it as a fo

13、rm of future in the past. 4. T asks Ss to fill in the blanks on page 34. (1) T asks Ss to fill in the first two blanks and shows them a chart to help them understand better. T: We use future in the past to describe an action in the future from the perspective of some point in the past. (2) T asks Ss

14、 to fill in the third and fourth blanks and shows them a chart to summarize the forms of future in the past. T: We form future in the past in statements by using would, was/were to, was/were to or was/were about to with the base form of a verb. 【设计意图：基于上一环节的探索与发现，该环节归纳总结过去将来时的用法以及形式，并 用时间轴和图表的形式将其直观

15、、简要地展现出来。】 Step 3 Exploring more about the rules 1. T asks Ss to observe the following sentences and tell whether the action in the clause is a promise, a voluntary action, a plan or a prediction. My father said this year would be a very interesting year. (prediction) 3 My father said this year was

16、going to be a very interesting year. (prediction) No one knew John Smith would be the next President. (prediction) No one knew John Smith was going to be the next President. (prediction) I told you he was going to come to the party. (plan) I knew Julie would make dinner. (voluntary action) Jane said

17、 Sam was going to bring his sister with him, but he came alone. (plan) He promised he would send a postcard from Egypt. (promise) T: Would do and was/were going to do are two forms which are often used for future in the past. Both would do and was/were going to do can express the idea of a general p

18、rediction about the future from a time in the past. Predictions are guesses about what might happen in the future. In “prediction” sentences, the subject usually has little control over the future. There is no difference in meaning between sentences 1 and 2, 3 and 4. T: Although the two forms can so

19、metimes be used interchangeably, they can express very different meanings. Would do expresses a voluntary action or a promise. It often suggests that a speaker would do something voluntarily. Often, we use would do to respond to someone elses complaint or request for help. Was/Were going to do impli

20、es a plan. It expresses the idea that a person had an intention in the past to do something in the future. It does not matter whether the plan was realistic or not. 2. T asks Ss to fill in the blanks with correct expressions in the brackets. I _ (was about to leave/was to leave) when the telephone r

21、ang. (was about to) They said they _ (were about to leave/were to leave) soon. (were to leave) My friend said his foreign friends _ (were about to arrive/were to arrive) that evening. (were to arrive) The guide told us we _ (were not about to walk/were not to walk) on the grass. (were not to walk) T

22、: Was/Were about to do means an action in the immediate future. It cant be used with time adverbials such as soon, at once and immediately. Was/Were to do means an arrangement or a plan, sometimes an order or an instruction. 【设计意图： 该环节是对教材内容的拓展， 过去将来时的两种主要形式 would do 与 was/were going to do 有时候可以互换，但

23、经常有着不同的意义, 在此帮助学生进行区分，另外辨明其 他两个形式 was/were about to do、was/ were to do 的用法。】 Step 4 Applying the rules 1. Finish part B1 on page 35. (1) T asks Ss to complete the conversations on page 35 with the correct expressions in the brackets. (2) T presents the reference answers to Ss and asks them to check

24、their own answers. (3) T asks Ss to explain the answers to each other. 2. Finish part B2 on page 35. (1) T asks Ss to complete the story about Jims gift for Della with the correct verbs in the box on page 35, using future in the past. Some verbs can be used more than once. (2) T asks two students to

25、 write their answers on the blackboard. Others compare the answers with their own and make their own decisions. 4 (3) T presents the reference answers to Ss and asks them to check their own answers. 【设计意图：学生阅读语篇，在语篇中理解和使用不同时态，并通过相互解释说明理由，纠 正理解偏差，培养与人合作的能力和多渠道学习能力。】 Step 5 Consolidating the rules. 1.

26、 T asks Ss to reread the two stories about Della and Jim and think about the following questions. For a perfect Christmas gift, what did the couple do for each other? Why did they do that? Were the gifts they bought really suitable for each other? Were the couple wise to do so? 2. T asks Ss to discu

27、ss the question: What would Della and Jim do when they found out what had happened? 3. T asks Ss to write an ending for the story using future in the past. 4. T offers Ss a sample for reference and asks them to pay attention to future in the past in the sample. 【设计意图：这个步骤是语法在新语境中的运用，语法教学的最终目的是为了运用。层层深 入的活动设计体现了“学习理解应用实践迁移创新”的英语学习活动观。】 V. Homework Polish your writing after class and exchange your writing with your partner.