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Unit 6 Grammar: Conditional Sentences (1) 教学设计
语法课时教学设计
语篇分析
主题和内容：本课所用语篇节选自关于香港海洋公园（Ocean Park）的介绍，描述了该公园的有趣之处和游客可以参与的活动。文本通过丰富的细节描写，展示了海洋公园的特色。语篇中多次使用“if”条件句，呈现游客在不同选择下可能获得的体验和结果，为后续语法学习提供了真实语境。
意义和价值： 该语篇不仅帮助学生了解香港著名景点，还通过真实语境展示了条件句的实际运用。通过阅读，学生能够体会到“if”句型在描述旅游建议、行为后果等场景中的功能。语篇鼓励学生用英语描述个人经历、表达建议，可与本课时中production环节的活动设计相结合，提升学生实际语言运用能力。
方式和方法：该语篇为说明文，采用总分结构，语言简洁明了，情感积极，适合初一学生理解和模仿。文中多处使用if引导的条件状语从句，贴合本单元语法课的教学重点。同时，语篇还使用此类句型进行描述和建议，既介绍事实，又引导读者思考和选择。例如，通过“If you ride on the cable car, you will get a bird’s-eye view of the whole park.”，让学生感受到条件句在实际沟通中的作用。整体语篇为语法教学提供了丰富的语料和真实的语言环境，有助于学生理解并掌握条件句的结构与表达功能。
学情分析
七年级学生的词汇量和语法知识有限，尤其在表达假设、建议或结果等复杂语义时容易出现语法错误。学生对条件状语从句（if句型）的理解多停留在简单句层面，缺乏在实际语境中运用的经验。基于以上特点，本节课将通过真实的旅游场景，结合语篇和情境，帮助学生在语境中理解和掌握if条件句的结构与功能。教学活动将注重引导学生在描述旅行、行为和结果等实际情境中，正确使用if句型进行表达，提升其语言实际运用能力和思维深度。
教学目标
本课时学习结束时，学生能够：
识别并正确运用含有“if”的条件句结构；
能够用“if”条件句描述旅行或参观时可能发生的行为及其结果；
能够运用条件句为来广州旅游的游客提供实用的旅行建议。
教学重点：
引导学生梳理并掌握条件句的结构；
帮助学生识别句子中的“可能的行为”和“可能的结果”；
指导学生运用条件句描述旅行、地点及相关行为。
教学难点：
指导学生在口头和书面表达中，能够正确使用含“if”的条件句，特别是在提出建议和描述结果时的应用。
教学过程
Teaching procedures Activities Intentions
Step 1: Lead-in Review the Reading session of Unit6. Ask students to find all sentences starting with “If.” Guide them to analyze the features: the use of both present and future tenses in one sentence. Elicit the function of these sentences (to introduce possible actions and results at tourist attractions). To activate prior knowledge, lower anxiety, and help students focus on the lesson topic.
Step 2: Presentation & Practice Use sample “if” sentences from the Ocean Park text. Guide students to identify which part describes the possible action and which part shows the likely result. Present the sentence structure (“If-clause, main clause”) and the tense rule (“present + will/can”). To help students discover and understand the structure and function of conditional sentences.
Step 3: Practice Provide scrambled if-clauses and main clauses for students to match. Let students complete basic matching exercises to reinforce understanding. To reinforce the logic and form of conditional sentences through hands-on matching activities.
Step 4: Production In pairs or groups, ask students to create their own “if” sentences about places, food, or behaviors in Guangzhou, based on the mind map. To encourage communicative and creative use of the target structure in meaningful contexts.
Step 5: Further Thinking Guide students to give some travel tips for tourists in Guangzhou, using conditional sentences. Encourage critical thinking and discussion about real-life situations and personal experiences. To deepen understanding and promote critical thinking about the use and impact of conditional sentences.
Step6: Self-assessment Have students check if they can identify and use “if” sentences correctly, using the self-assessment checklist. To help students reflect on their learning and identify areas for improvement.
Steo7: Homework 1. Write at least three “if” sentences about traveling or giving advice in Guangzhou.
2. (Optional) Write a short paragraph (about 40 words) using at least two “if” sentences to describe a travel plan in Guangzhou. To consolidate learning and encourage further practice and creativity outside the classroom.
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