2022-2023学年高中英语新教材译林版（2020）必修二U3L3 GRAMMAR AND USAGE 教案.docx

1、英语（必修第二册）Unit 3 Festivals and customsGrammar and usage 湖南省株洲市第三中学 刘知文I. Learning objectivesBy 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.

2、Key competence focus 1. Master the basic rules of future in the past.2. Comprehend some stories about gift-giving.III. Predicted area of difficulty1. Use future in the past correctly.2. Create a passage based on given topics and sentence structures. IV. Teaching proceduresStep 1 Dictation1. T shares

3、 some personal 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 wa

4、s leaving 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

5、express 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 rules1. T asks Ss to read the story about how D

6、ella 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 beaut

7、iful long hair just to buy what she thought was a nice 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 past is

8、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. Would

9、 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，理解其基本构成和用法

10、，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. That journe

11、y 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 future action

12、 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 form of future

13、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 to fill in th

14、e 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、简要地展现出来。】Step 3

15、 Exploring more about the rules1. 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) My father said this year was going to be a very i

16、nteresting 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 Sam was going to br

17、ing 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 prediction about the f

18、uture 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 sometimes be used inter

19、changeably, 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 implies a plan. It express

20、es 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 rang. (was about to) Th

21、ey 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: Was/Were about to do

22、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

23、形式was/were about to do、was/ were to do的用法。】Step 4 Applying the rules1. 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 their own answers.(3) T asks Ss to ex

24、plain 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 write their answers on the blackboard.

25、Others compare the answers with their own and make their own decisions.(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. T asks Ss to reread the two stories about Dell

26、a 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 discuss the question: What would Della and Jim do whe

27、n 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. HomeworkPolish your writing after class and exchange your writing with your partner.