1、Module 6 Unit3 Problems一、 教学内容：Unit3 Language in use二、 课型：Revision and application三、 教学目标： 1、能正确运用本模块的词汇：deal, exam, fail, guitar, musical, habit, get into the habit of, volunteer, instead, instead of, point, consider, last word, come round, reason, try out, angry, no longer, be angry with sb., repa
2、ir, truth, least, at least, honest, apologize 等。2、能按类别整理单词或词组，提高单词学习效率。3、能够听懂和正确运用if引导的条件状语从句。4、能够运用所学的知识向他人描述自己生活中遇到的问题，以获取解决问题的建议。教学重难点：掌握if引导的条件状语从句的用法。四、 教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、游戏等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快
3、学习。本节课所需教具及资料：幻灯、图片等。五、 教学过程：教学步骤 教 师 活 动学 生 活 动活 动 目 的Leading-in（8）1. Warming-upPlay a short video about generation gap for the students to watch2.Play a game.Let the students say out the sentences with if that theyve learnt in this module as quickly as they can. 1. If I start after dinner, Ill fin
4、ish it before I go to bed.2. If you do all these other things instead of your homework, you wont have time to study.3. He thinks something will go wrong if I play games on it.4. If you start now, youll finish it before dinner.5. If you work harder, you will do better next time.6. If you tell him the
5、 truth now, he will be angry with you, but at least you will show that you are honest.Enjoy the video about generation gapSay out the sentences as quickly as they can. Choose the fastest one.通过这简短的视频活跃课堂气氛，激发学生的学习兴趣，并借这关于代沟的视频重现本单元的主课题Problems.通过游戏“比谁快”复习本单元的语法句子，提高了学生反复朗读的兴趣，同时帮助回顾所学知识。说出的速度越快越好，使其
6、达到一定的熟练程度。2. While-task(17)3.Post-task (19)1. GrammarExplain the use of if .2PracticeActivity One. Ask the students to rewrite the sentences with if.Play the guessing games.3. Discussion time.Knowledge Extension Revise some main problems of the students that Ss learnt in Unit 1 and Unit 2. Finish Ac
7、tivity 2,3,4, and 5 to know them better.4. Listening. (Activity 7)Ask the students to read the questions first ,then listen and answer the questions.5. Around the world. Ask the Ss to read the passage and answer the questions. How long have advice columns been used? In the past, where could advice c
8、olumns mainlybe found. 1.Speaking.（Activity 6）Ask the students to read the problems and then choose a problem and work in groups giving some advice for the problemTake notes. Finish Activity One. Say out the answers as quickly as they can.Finish Activity Two to Activity Five，then discussion in group
9、s.Do some listening in Activity 7.Read the passage and answer the questions1.Ss read the problems and then choose a problem and work in groups giving some advice for the problem在老师对if引导的条件状语从句作汇总解说后，引导学生做简单的口语操练。同时通过活动一的即时练习巩固所学的本单元重点语法。通过这竞猜游戏，活跃课堂气氛，进一步检测学生对此语法的掌握情况。把活动二、三、四、五、六归类为Discussion Time.
10、把枯燥的练习题通过讨论的方式来完成，提高学生学习的热情，加强学生的口语训练，让学生对所学的内容能够充分地运用。听录音回答问题无疑是学生的“老大难”，但由于有了前面几个关于Problems活动环节的讨论，为回答问题环节做铺垫，具备了一定的信息储备量，使学生的听力得到进一步的训练。 Around the world在此处作为阅读训练，让学生带着问题阅读，要求学生口头叙述阅读后所获得的信息，锻炼了说，也考查了读。学生只有通过大量的朗读，才能不断地纠正自己的语音和语调，逐步形成英语语感。4. Summary(1)1. Help the students to summary the problems
11、that they have. Ask them to learn from them.2. Ask the students to conclude the usage of of the Adverbial Clause.1.Students summary the problems that they have.2. Students conclude the usage of the Adverbial Clause. 让学生自己总结本模块的知识点，加深理解。5. Homework（1）Writing a passage about giving some advice for one
12、 of the problems in Activity 6.学生通过本模块的学习获得了语言储备，为语言的输出做好了铺垫。写作能客观地反映学生各方面的语言运用能力，英语学习也真正地延伸到了课堂之外。此环节设计的目的是让学生在说的基础上，能够通过书面表达进一步巩固所学的内容。板书设计Module 6 ProblemsUnit 3 Language in useModule task Make a problem pageDesign a problem page.Display the problem page for other studentsModule 6 Unit 3. 用所给动词的适
13、当形式填空。1. They _ (practise) football if it _ (not rain) tomorrow.2. You must _ (see) the doctor, if you _ (not feel) well.3. If Mary _ (leave) home too long, she _ (miss) her parents.4. If he _ (do) well in the exams, his parents _ (be) pleased.5. Tony _ (visit) his grandma if he _ (be) free tomorrow. 把下面句子合并为含有if的条件句。1. The meat will go bad. You dont put it in the fridge._ 2. You must be careful. You go swimming in the river._