外研版九年级上册Module 6 Problems if引导的条件状语从句教学设计

外研版九年级上册Module 6 Problems
if引导的条件状语从句
一、教学目标
1.学生能够理解 if 引导的条件状语从句的语法结构和意义。
2.掌握 if 条件状语从句中主从句的时态规则。
3.能够正确运用 if 引导的条件状语从句进行书面和口头表达。
二、教学重难点
重点：
理解和掌握 if 引导的条件状语从句的语法结构和用法。
正确运用时态规则。
难点：
区分真实条件句和非真实条件句的用法差异。
在实际情境中灵活运用 if 条件状语从句。
三、教学方法
情景教学法、归纳法、练习法
四、教学过程
Step 1 Lead-in
Play a short video clip showing different problem scenarios in daily life.
2. Display a series of pictures related to common problems.
3. Initiate a class discussion to encourage students to share their initial thoughts and experiences related to the problems shown.
Step 2 Lead-in Grammar Explanation
Present a variety of example sentences:
Real conditional clause: “If I study hard, I will get good grades.” “If it rains tomorrow, we will stay at home.”
Unreal conditional clause (subjunctive mood): “If I were a millionaire, I would travel around the world.” “If I had more time, I could read more books.”
Analyze the grammatical structure step by step:
Explain that “if” conditional clauses consist of two parts: the if-clause (condition) and the main clause (result).
For real conditional clauses, emphasize that if the condition in the if-clause is likely to happen in the future, the if-clause uses the simple present tense, and the main clause uses the simple future tense (“will + verb”).
For unreal conditional clauses, point out that they are used to express hypothetical or unlikely situations. In these cases, if the condition is contrary to the present fact, the if-clause uses “were/did” for the verb (for singular and plural subjects), and the main clause uses “would + verb”.
Use charts and diagrams to visually represent the structure and tense rules of different types of conditional clauses.
Create a table with columns for “Type of Clause”, “Tense in If-Clause”, “Tense in Main Clause”, and “Example”. Fill in the table with real and unreal conditional clause examples.
Provide additional examples and ask students to identify the type of conditional clause and analyze the tense usage.
“If he comes to the party, we will have a great time.” (real conditional clause)
“If I had a magic wand, I could solve all the world's problems.” (unreal conditional clause)
Step 3 Practice and Consolidation
Sentence filling exercises:
Have students work individually to fill in the blanks and then check their answers with a partner.
Select a few students to share their answers and explain their reasoning.
Situational dialogues:
Divide students into pairs. Provide them with different problem scenarios:“You are late for school. What will you do if the teacher is angry ”, “You want to buy a new book but don't have enough money. What will you do if you find some extra money ”.
Students have a conversation using “if” conditional clauses to discuss possible solutions to the problems.
Circulate around the classroom to listen to students' conversations and provide guidance and feedback as needed.
Select a few pairs to perform their dialogues in front of the class.
Short essay writing:
Assign a writing task: “My Plans for the Weekend”. Ask students to use “if” conditional clauses to describe their weekend plans under different circumstances.
Provide some sentence starters and useful expressions to help students get started.
Students write their essays independently. After they finish, Exchange essays with a partner for peer review.
Select a few well-written essays to read aloud in class and discuss their strengths and areas for improvement.
Step 4 Extension and Application
Group discussions on real-life problems:
Divide the class into small groups. Present some real-life problems: “What would you do if you saw someone being bullied ”, “If you had a chance to change one thing in your school, what would it be ”.
Encourage students to have in-depth discussions within their groups, using “if” conditional clauses to express their ideas and propose solutions.
Each group appoints a spokesperson to present their group's discussions and conclusions to the class.
Facilitate a class-wide discussion after each group presentation, allowing students to ask questions and offer different perspectives.
Story continuation activities:
Start a story with an initial situation that contains an “if” conditional clause.
Have students work in groups to continue the story, using “if” conditional clauses to create different plot developments.
Each group shares their continued story with the class.
Step 5 Summary and Conclusion
Review the key points of “if” conditional clauses, including the grammatical structure, tense rules, and different types (real and unreal).
Display the charts and examples on the board to help students recall the content.
Ask students to summarize the main points in their own words.
Emphasize the importance of using “if” conditional clauses correctly in expressing ideas and solving problems.
Encourage students to think about how they can apply this grammatical structure in their daily lives and in other areas of English learning.
Praise students for their efforts and progress during the class.
Step 6 Homework
Write a short story using at least three “if” conditional clauses. Encourage students to be creative and use a variety of tenses and types of conditional clauses.
Find five real-life situations where you can use “if” conditional clauses to think about possible outcomes or solutions. Write down these situations and your corresponding thoughts.
五、板书设计
if引导的条件状语从句
Structure: If + condition, main clause.
Tense rules: Real conditionals: If...present tense,...will + verb.
Unreal conditionals: If...were/did...,...would + verb.
3.Examples: “If I study hard, I will get good grades.”
“If I were a bird, I could fly.”
六、教学反思
在本次教学中，通过图片导入有效地激发了学生的兴趣，让他们快速进入到对问题的思考和讨论中。语法讲解部分，结合具体例句进行分析，使学生对 if 引导的条件状语从句的结构和时态规则有了较为清晰的认识。练习环节设计丰富多样，从填空到对话再到短文写作，逐步提高了学生的语言运用能力。拓展应用部分让学生将所学知识与实际生活相结合，增强了他们的学习兴趣和积极性。然而，在教学过程中也发现了一些问题。部分学生在区分真实条件句和非真实条件句时仍存在困难，需要在后续的练习中进一步强化。在写作练习中，一些学生出现了语法错误，如主从句时态不一致等问题，这表明在语法的巩固和应用方面还需要更多的指导和练习。在今后的教学中，可以增加更多的情景模拟和互动活动，让学生在实际情境中更好地掌握 if 引导的条件状语从句的用法。同时，要加强对学生写作的批改和反馈，及时纠正他们的语法错误，提高他们的语言表达能力。