牛津译林版高中英语模块6 Unit 3 Grammar and usage 教学设计
Unit 3 Grammar and usage 教学设计Step 1 lead-in
Ask the Ss the definition of the unreal conditionals
Step2 Learning
注: 当从句的if省略时，句子要倒装，如
If I were you, I would not do that.
___________________, I would not do that.
在if I /he/she/it 之后, 可用were代替was。
两者在意义上没有区别, 但是were更为正式, 特别是在称述心存怀疑的事情时:
If she were ready, we would go.
在与将来事实相反的条件从句中,我们可以用were to或should +do来表示,如:
If I were to fail my English test, I would have to take it again at the end of the term.
If he should come tomorrow, I would talk to him about it.
虚拟条件句中的省略与倒装在非真实条件句中,如果有were, had, should, 我们可以将if 省略,把这些词置于句首,采用倒装形式,如:
♦ If I should meet her, I would tell her.
= ______________________, I would tell her.
♦ If I were in your position, I would do it better.
= ______________________, I would do it better.
♦ If they had made preparations, they would have succeeded.
=________________________, they would have succeeded.
Step3 Further learning
●错综时间条件句
非真实条件句中, 主句谓语动词所表示的动作和条件从句中谓语动词所表示的动作并不同时发生, 这时动词的形式并不完全按照上述表格来进行, 而需要按照各自的时间来调整, 这样的句子就叫错综时间条件句。
e.g.
1) If you had f ollowed the doctor’s advice, then you would be all right now.
2) If I hadn’t finished my composition by now, I would be working on it tomorrow.
3) If she had prepared well for her lessons yesterday, she wouldn’t have so many difficulties now.
●含蓄条件句
有时一个假设的情况并不用条件从句表示,而用其它方式来表示,这样的句子叫含蓄条件句。
1. 用with, without等介词短语或分词短语或者独立主格结构来代替条件从句。
We might have died without your help.
=We might have died if you hadn’t helped us.
Having known in time, we could have stopped it.
= If we had known in time, we could stopped it.
Step4 高考链接
1. I have no idea what he will do with them all and it took up a lot of time. (P42)
[考点1] idea作先行词时的同位语从句。
[考例] Do you have any idea _____ is actually going on in the classroom? (辽宁2005)
A．that B．what C．as D．which
[考点2] take up
[考例1] After he retired from office, Rogers _____ painting for a while, but soon lost interest. (山东2006)
A. took up
B. saved up。
Unit3Grammarandusage教案牛津版高中英语选择性必修第二册
Unit 3 Fit for lifeGrammar and usage: Present perfect continuous tense内容分析：本板块围绕单元话题，首先通过一位佩戴机械手的残疾女孩的自述，要求学生在语篇中观察现在完成进行时的基本构成，并自主探究、归纳现在完成进行时的一般规则；随后通过句子、语篇两个层面的练习巩固所学，让学生深化理解现在完成进行时的含义和用法；最后组织学生运用所学，以角色扮演的方式运用目标语法进行采访对话，使语法知识的运用和话题相结合，实现“形式—意义—使用”三者的统一。
教学目标：By the end of this section, students will be able to:1. identify the verb form of the present perfect continuous tense;2. work out the general rules of the present perfect continuous tense;3. use the right tenses to finish related tasks;4. apply the present perfect continuous tense in new contexts.教学重难点：1.To apply the rules correctly and properly;2.Develop the thinking ability by analyzing and summarizing the grammar rules.教学过程：Step 1 Lead inT asks the Ss to read the personal account given by a girl who is equipped with a robotic hand and fill in the following table.Before having the new robotic hand•The girl began to 1. _____________ after losing her right hand in a car accident two years ago.•The old artificial hand could not help her because 2. __________With the new robotic hand•The girl can 3. _______________ and hold on to small things.•The new robotic hand is capable of 4. ________________•The new robotic hand looks very lifelike with 5. ___________Over the past three months•The girl has rediscovered old hobbies.•The girl has become more 6. _________________Possible answer1. withdraw into herself2. it didn’t feel like part of her3. move her individual fingers4. feeling varying degrees of pressure5. special rubber used on the outside6. confident and outgoingUseful expressionsbe equipped with 装备有，配备有withdraw into oneself 离群索居lead a normal life 过正常的生活hold on to 抓住不放；握住；控制More amazingly 更加令人惊异的是be capable of doing sth.有能力做某事be grateful for ... 因......而感激open up new possibilities开启新的可能性Step 2 Exploring the rulesT asks Ss go through the personal account again and fill in the box in part A on page 34.AnswerScientists have been making great progress in robotic technology in recent years, ... Over the past three months I have been testing out the limits of what I can do with my new hand, ...I have been cooking for my family again since I got my new hand.【设计意图：老师一开始通过分享一个装有义肢的女孩的生活故事，设置填空练习让学生在具体的情境中提前感知本节课的语法知识。
Unit 3 Lesson 3 Grammar and usage -牛津译林版高中英语选择性必修
Step 2 Exploring and working out the rules
Working out the rules
• We use the present perfect continuous tense to talk about an action that started in the past and is Still continuing now, or an action that has just finished but is still connected with (1)_th_e__p_r_e_se_n_t_ (the past/the present/the future) in some way.
Step 3 Applying the rules
B2 Below is an article about robotic limbs. Circle the correct expressions to complete it.
(1) has been estimated (2) have been hoping for (3) have been developing (4) have only served (5) have been doing
Unit 3 Fit foБайду номын сангаас life
Grammar and usage
Step 1 Warming up
Read part A on page 34 and answer the following questions.
1) How did the girl feel at the beginning when she was equipped with an artificial hand?
【课件】Unit3Grammar+and+usage表语从句课件牛津译林版选择性必修第三册
Practice :
①麻烦是我把他的地址（address）丢了。 The trouble is that I have lost his address.
②My suggestion is that we _s_h_o_u_l_d__te_l_l _(tell) him.
在表“建议,劝说,命令”的名词(suggestion, advice, request, demand 等)后面的表语从句中，谓语动词用“should +动词原形”(虚拟语气)， should可省略
连接代词在表语从句中可充当主语、宾语、表语或定语，不能省略。
牛津译林高中英语模块六Unit3语法和语言点复习(共33张PPT)
once.
4.His pale face suggested that he___w__a_s_____(be) ill.
过去
had done
would/could/should/ might+have+done
将来
1. did / were 2. should do 3. were to do
would/could/should /might + V.(原)
6
与现在事实相反的虚拟条件句
如果我犯了错误，我会和他道歉。
8
与过去事实相反的虚拟条件句
如果我听了你的建议，我就会通过考试了。
If I had followed your advice , I would have passed the exam.
9
难点1 If 虚拟句的倒装
如果条件状语中有were, had, should时, 可以倒装 成：Were / Should / Had +主+其他
15
It is important (necessary, strange, natural，a pity, a shame) that .... ” 中，that 后面的从句中的谓语动词用： (should )+ 动词原形 It’s important that we (should ) take good care of the patient. 重要的是我们要照顾好病人。
译林版高中英语必修一U3L3 Grammar and usage 教案
《英语》（必修·第一册）Unit 3 Getting along with othersGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. know the form of the restrictive relative clause with relative pronouns;2. understand the meaning of the restrictive relative clause with relative pronouns;3. learn to use restrictive clauses in different situations.II. Key competence focus1. Learn how to use the restrictive relative clauses with relative pronouns in communication.2. Write a passage using the restrictive relative clauses with relative pronouns.III. Predicted area of difficulty1. How to use whose and the way that.2. How to write a passage using the restrictive relative clauses with relative pronouns.IV. Teaching proceduresStep 1 Free talkT: Hello, everyone. Last period we learned a story about friendship. And I’d like to show you some sentences related to the story.•The forum exchange below includes a post written by Amy, a teenage girl.She had a problem with her best friend Jenny.•She was a popular girl.She was willing to make friends with me.•David also had a friend.David trusted the friend a lot.T: If we read our text books more carefully, we should remember in our books the sentences above are put this way:•The forum exchange below includes a post written by Amy, a teenage girl who had a problem with her best friend Jenny.•She was the popular girl who was willing to make friends with me.•David also had a friend whom he trusted a lot.T: They are restrictive relative clauses with relative pronouns. Read and try to figure out the differences between the two groups.【设计意图：在学生相对熟悉的语境中呈现新的语法知识，让学生感知和注意到定语从句这个新的语法点。
译林版高中英语选必三Unit3 Grammar and usage 教案
《英语》（选择性必修·第三册）Unit 3 Back to the pastGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. identify the use of predictive clauses;2. complete sentences with proper linking words to form predictive clauses;3. write a short paragraph based on given situations, using predictive clauses.II. Key competence focus1. Choose proper linking words to form predictive clauses.2. Make sentences with predictive clauses.III. Predicted area of difficulty1. Compare some linking words such as that and what, why and because, etc.2. Apply predictive clauses in different situations.IV. Teaching proceduresStep 1 Lead-in1. T asks Ss to define history by using the sentence pattern “History is…”, leading to the topic—predictive clauses.T: Boys and girls, what is history? Can you give a definition to history? You may say “History is …”.2. T shows two sentences on the screen after Ss give their answers.(1) History is a dialogue between the present and the past.(2) History is not what you thought. It is what you remember.3. T asks Ss to observe the two sentences and analyse their elements and structures.T: Please mark the sentence elements and structures. As we can see, both of them use SVP. A noun is used as the predictive in the first sentence, while a noun clause is used as the predictive in the second one. We call it a predictive clause.【设计意图：用一个开放式的问题（历史是什么？）激发学生的兴趣，学生可以给出任何不同的定义，然后引导学生观察教师给出的两个句子，引出表语从句的概念。
借助语篇 创设情境 引导学生自主探究语法规则——以《牛津高中英语》M6 U3 Grammar and usage---Unreal
针 对 这 种 情 况 ， 教 师 试 图 采 用 “ 现 发 法 ” 和 “ Ｐ”ｐｒ ｓ ｎｔ ｔｏ ３ （ ｅ ｅ ａ ｉ ｎ， ｐ ａ ｔｃ ， ｒ ｃ ｉ ｅ ｐ ｏ ｕ ｔｏ ） 教 学 模 式 相 结 合 的 方 法 ， 以 ｒ ｄ ｃｉ ｎ 语 篇 为载 体 ， 以学 生为 中心 ，通 过 个人 、
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通 过 问 题 的 形 式 ， 向 学 生 介 绍 非 真
实 条 件 句 使 用 的 情境 。
３． Ｃｏ ｐ ｒ ｓ ａ ｄ ｌａｅ ｄ ｃ ｓ ｔ ｙ ｕ ｒ ｒ ｉ ｎ
ａ ｄ ｃ ｏ ｅａｉｅ ａ ｔ ｉ ｎ ｏ ｐ ｒｔ ｃｉ ｔ ｉｓｕ ｉｎ ｖ ｖ ｙ；ｄｃ ｓ ｏ ）
１ ｆ ｈ ｓ ａ ｏ ｏ ）Ｉ ｅ ｉ ｔ ｈ ｍｅ ｎ ｗ， ｈ ｓ ｓ ｒ ｅｉ ｕｅ ｔ ｅ ｓ ｒｉ ｇ ｔ ｅ Ｉ ｔ ｍｅ ． （ ｓ ｍｏ ｔ ０ ｂ ｕ ｆ ｈ ｎｅ ｔ ｎ Ｈｅ ｉ ｓ
１ ｉｅ ｔｆ ｔ ｅ ｒ ａ ｏ ｄｉｉ ａｓ ｎｄ ） ｄ ｎ ｉｙ ｈ ｅ ｌｃ ｎ ｔｏｎ ｌ ａ ｕ ｅ ｌ ｏ ｉｉ ｎ ｌ｝ ｎｒ ａ ｃ ｎｄｔｏ ａｓ
ｕ ｅ ｌｃ ｎｄ ｔｏ ａ ｃａ ｅ ｎｒａ ｏ ｉ ｉ ｎ ｌ ｌｕｓ
语 法 教 学 过 程 中 教 师 对 语 法 知 识 的 讲 解 过 多 、将 语 法 挖 得 太 深 太 细 太 偏 太 难 ，而 提 供 给 学 生 语 言 实 践 的 机 会 较 少 ， 忽 视 了 学 生 对 语 言 的 运 用 。 ３） 操 练 机 械 ，缺 乏 语 境 操 练 时 多 采 用 单 句 的 形 式 ， 语 篇 不 够 ， 比较 机 械 。 用 以 巩 固 的 练 习 多 以 填 空 、 选 择 、 翻 译 、 句 型 转 换 等 常 见 形 式 为 主 ，语 境 不 强 。 ４） 学 生 被 动 接 受 ，缺 乏 探 究 。 大 多 数 语 法 教 学 还 是 静 态 讲 述 式 教 学 ，学 生 在 语 法 学 习 的 过 程 中 ， 基 本 上 是 被 动 接 受 ，很 少 有探 究活 动 。 基 于 上 述 原 因 ， 目 前 高 中 英 语 语 法 课 的效 率还 比 较低 。 根据 新课 程 的 要求 ，
高中英语译林选修6课：Unit3SectionⅢ WordpowerGrammarandusage
(1)connect vt.&vi. connect..Байду номын сангаасto/with... connect with (2)connection n. have a connection with have no connection with/to in connection with
连接；联系；关联 把……和……联系起来/连接起来 衔接；与……有联系 联系；关系 与……有关系 与……无关系 关于；与……有关
虚拟语气(Ⅰ)
阅读下列句子，体会黑体部分的用法 1．If I were you，I should try my best to go to college. 2．Were I you，I should try my best to go to college.
3．If he had gone to the party last night，everything would have changed. 4．Had he gone to the party last night，everything would have changed. 5．If it were to be sunny tomorrow，we would go out for a picnic. 6．Were it to be sunny tomorrow，we would go out for a picnic.
理 基 础
巧 突 破
Section Ⅲ Word power & Grammar and usage
全
精
部
剖
析
析
根据提示写出下列单词
1．
n．
期望，盼望
2．
n.
译林牛津版高中英语Module 6 Unit 3 grammar--subjunctive mood if 教学课件 (共29张PPT)
2. Everything ___w__o_u_ld__b_e__d_e_s_t_ro_y_e_d___(be destroyed) if Albert hadn’t called the firefighter.
If I had a lot of money now, I could buy a ticket.
If I bought a ticket today, I would be on board.
If I were on board now, I should sail for America.
Find the rule: • If I had a lot of money now, I could buy a ticket. • If I bought a ticket today, I would be on board. • If I were on board now, I should sail for America.
(虚拟条件句)
When we talk abouitf从a s句itu中at用io一n 般 which is possible o现r 在like时ly，to主h句ap中pen, we use _r_e_a_l _c_o_n_d_i_t用i_o_n一_a_般l. 将来时
(“主将从现”) When we talk about a situation which is impossible or unlikely to happen we use _u_n__re_a_l_c_o_n_d__it_io_n_a_l___.
牛津译林版高中英语模块6：Grammar and usage (4)
Compare the sentences and find out the differences between “v. -ed” and “v. -ing” as attributives.
1. The case belonging to Tom looks very strange.
2. The box wrapped in colored paper looks strange.
Practice:
The building ___to__b_e__b_u__il_t___(build)
next year will be a new school.
The building __b_e_i_n_g__b_u_i_lt________
(build) now will be a new school.
computer game.
5. The library _b_e_i_n_g__b_u_i_lt_(build) now will be
completed next month.
The infinitive is often used as the subject of a sentence. When we talk about a general idea, we sometimes use verb-ing as the subject.
3. The movie to be issued next month is said to be very interesting.
4. The book published last month is an interesting one.
When we use non-finite as attributives: v-ed—passive meaning / complete action v-ing—active meaning/ continuous action to do—action that will happen in the future