2019-2020年高中英語(yǔ)《Cyberspace》教案3 北師大版必修2.doc

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2019-2020年高中英語(yǔ)《Cyberspace》教案3 北師大版必修2 Objectives ■ To practise using first and second conditionals. ■ To assess whether websites are real. Resources used Grammar Summaries 2. and 3. Mini-Grammar 2 Possible problems ■ Students may use will after if in conditional sentences. ■ Students may need to revise zero conditionals (If plus imperative). There are revision exercises in the Language Powerbook. Background The London Science Museum has an excellent interactive website. Virtual holidays are still something from science fiction but will soon be technically possible. Lesson 13 has notes on virtual reality. Routes through the material ■ If you are short of time, set some of the exercises for homework and omit Exercises 6 and 8. ■ If you have time, do the Option activity. ■ If you have two periods for this lesson, a suitable natural break is after Exercise 4. Language Power: pages 58?C59. Mini-Grammar: 2. Before you start Exercise 1 ■ Ask students to look back at Lesson 1 and find the definition of virtual reality (Exercise 4, definition 2). Students then discuss which of the uses are possible at present (All except virtual holidays). Exercise 2 ■ Students look at the two websites and decide which is the real one (The Science Museum). ■ Students then discuss questions 1?C3 in groups before reporting back to the class. When reporting back to the class, students should give reasons for question 3, e.g. Why did you like to go to a virtual reality University? Because I can study in a world-famous university. Exercise 3 ■ Students read the questions, then read the dialogue to find the answers. Answers 1 She has to finish her project. 2 He’ll go camping if the weather is good. 3 no 4 no 5 He would like to go to a world-famous university. 6 She thought she would be able to go anywhere she liked. ■ Remind students that the important words in a sentence are stressed. Then have them read the dialogue aloud in pairs, stressing the important words in each sentence. Voice your opinion Exercise 4 ■ Students talk about the advantages and disadvantages of a virtual university. The text doesn’t provide enough information, so ask students to use their imagination. You may divide the class into groups and draw two columns on the blackboard. Encourage each group to add their ideas on board. Grammar FIRST CONDITIONAL Exercise 5 You may wish to remind students of the zero conditional (see Language Power for exercises on page 57) before practising the first and second conditionals. Note that other terms may be used for conditional clauses in some grammar reference books, e.g. real/open conditions (1st conditional) and unreal/hypothetical conditions (2nd and 3rd conditionals). ■ Students read the sentences in italics in the dialogue and decide which situations are being talked about (b). ■ Refer students to Grammar Summary 2. ■ Students look back at the conditional sentences in the dialogue and read them aloud. Write the beginnings of some of the sentences on the board and add more prompts, e.g. If I don’t finish my homework, … If the weather’s good , … If it rains, … If you/I go to …, If I pass the examination, … ■ Students then plete the conditional sentences talking about themselves. Exercise 6 ■ Check answers by asking students to read the sentences aloud. Answers 2 Will you go out with me on Saturday night if you finish the project? 3 If you go to that website, you ll find some interesting information. 4 Will you go to that concert if it rains? 5 Shell buy a puter if she gets that job. 6 I’ll give you the information if you telephone me tomorrow. 7 What will you do if the weather isnt good tomorrow? 8 My sister wont go to London if she doesnt pass her exams. ■ Ask students to look at the sentences again and note where the ma es (after the if clause). SECOND CONDITIONAL Exercise 7 ■ Students read the sentences and discuss what the people are expressing. Answers c Refer students to Grammar Summary 2. ■ Write prompts on the board for students to plete: If we had a holiday from school tomorrow/next week, … If I had a lot of money, … If I lived in England, … If I had a holiday in the USA, … Exercise 8 ■ Students work in pairs reading the sentences and deciding who could say them. ■ When checking answers, ask students if they can suggest what the other person would say. Answers 1 a 2 b 3 b ■ Point out to stuendts that we can say if I were … or if I was … ,Ask students to make sentences using if I were/was a mil-lionaire,… Exercise 9 ■ When checking students answers, also check the use of the ma. Answers 1 If I surfed the Internet, I would find interesting information. 2 If I did not have a try, you would laugh at me. 3 If I took part in the game, I would win. 4 If you told the police, they would help you get out of the trouble. 5 I would make new friends if I used the Internet. ■ Ask students to make more sentences using I would make more friends if… Exercise 10 ■ Elicit suggestions for places students would like to visit and ask them for their reasons. Find out which are the most popular places. ■ Students then look at the places listed in the exercise and suggest things to do and see in each of them. ■ Students work individually writing a conditional sentence for each of the places listed and for another three places of their own choice. ■ Students work in groups, reading out their sentences. Exercise 11 ■ Elicit other topics to add to the list for the future, e.g. money, holidays, hobbies, friends. ■ This exercise can be given for homework, if you wish, so that students have sufficient time to think about their future. ■ Encourage students to check their own writing and, if appropriate, have small groups of students read through their texts and check them. ■ Students work in pairs, discussing their ideal future. ■ The pairs can then work in groups of four, talking about the future. Options Practice Develop Exercises 11 and have individual students give short talks to the class about their ideal future.