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1、 人民教育出版社 高二年級下學(xué)期 Book6 Unit 1 Art Period 4 Grammar—the Subjunctive Mood 三維目標(biāo)設(shè)計(jì) Knowledge and skills 1．to get the students to know the structure of the subjunctive mood. 2．to let the students learn the usages of the subjunctive mood. 3．to enable the students to use the subjunctive mood

2、correctly and properly. Process and methods 1．to ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences. 2．to ask the students to make a conclusion of the usage of the subjunctive mood. 3．to ask the students to do some exercise to master

3、 the subjunctive mood. 4．to ask the students to summarize the usage of the subjunctive mood. 5．to ask the students to do some other additional exercises for consolidation. Emotion attitude and value 1．to get the students to become interested in grammar learning. 2．to develop the students abilit

4、y of comparing and summarizing. 3．to encourage the student to fight for their dreams. 教學(xué)重、難點(diǎn)　　 1．to get the students to master the structure and usages of the subjunctive mood. 2．to enable the students to learn how to use the subjunctive mood correctly. 教學(xué)過程 Step 1　greeting and lead in 1．Enjo

5、y an English song “If I were a boy”. 2．Ask the students “If you were a boy, what would you do?” 3．Lead to the definition of subjunctive mood. 設(shè)計(jì)意圖：通過讓學(xué)生欣賞一首名為“if I were a boy”的英文歌，引出本節(jié)課的主題“虛擬語氣”。聽完歌之后，問幾個(gè)女同學(xué)“If you were a boy, what would you do?”。最后故意提問一個(gè)男同學(xué)，男同學(xué)可能會(huì)回答“I am a boy”。然后讓學(xué)生分析，If I were

6、 a boy 和 I am a boy 的區(qū)別，引出虛擬語氣具體概念和非真實(shí)條件句。 Step 2　reading and discovering 1 ▲Ask the students to study the following sentences and try to summarize the structure of the subjunctive mood. 虛擬語氣在 if 條件句中的用法 1. If we had time now, we should read it again. 2. If I were you, I would try it again.

7、 3. If l had a lot of money, I would buy a expensive car. 4. If he had driven more carefully, he wouldn’t have had the car accident yesterday. 5. If he had worked hard, he would have passed the exam. 6. If it rained tomorrow, we would not go camping. 7. If it were to rain tomorrow, we would not

8、go camping. 8. If it should rain tomorrow, we would not go camping. ▲try to help the students draw the following conclusions. 虛擬語氣在 if 條件句中的用法 條件從句 If 從句的謂語形式 主句的謂語形式 現(xiàn)在 過去時(shí) (were) would/could/should/might +V. (原) 將來 1.過去時(shí)(were) 2. should+ V.(原) 3. were to do would/could/should/might

9、 +V. (原) 過去 had done would/could/should/might + have done ▲practice ask students to do the following exercises： 1. If he (follow) my advice, he ( not lost) his job. 2. If Miss Green (come) late tomorrow, who would take her place. 3.

10、Sorry, I am too busy now. If I (have) time, I (go) out with you 設(shè)計(jì)意圖：通過設(shè)計(jì)呈現(xiàn)不同時(shí)間的條件虛擬句，讓學(xué)生去觀察發(fā)現(xiàn)語法規(guī)則， 引導(dǎo)學(xué)生加以歸納總結(jié)虛擬語氣在if 條件句中的用法，然后讓學(xué)生完成表格，使知識(shí)系統(tǒng)化，便于理解。最后做一些練習(xí)加深理解。 step 3 reading and discovering 2 ▲Ask the students to study the following sentences and try to summarize th

11、e structure of the subjunctive mood. Wish后的賓語從句 ? I wish I were taller. ? I wish I had more time. ? I wish I had seen the film last night. ? I wish you hadn’t told me all this yesterday. ? I wish I could go to shanghai tomorrow. ? He wishes he would become a film star someday. ▲try to hel

12、p the students draw the following conclusions. 現(xiàn)在：過去時(shí) （did/ were） 1.wish + 賓語從句 過去：過去完成時(shí)（had done） 將來：would/ could + V 原 ▲ practice ask students to do the following exercises： 1. I wish I (be) a bird. 2. I wish I

13、 (not make) such a mistake. 3. We wish our parents (not punish) us. 設(shè)計(jì)意圖：通過設(shè)計(jì)呈現(xiàn)不同時(shí)間的條件虛擬句，讓學(xué)生去觀察發(fā)現(xiàn)語法規(guī)則， 然后引導(dǎo)學(xué)生加以歸納總結(jié)wish+賓語從句的用法。最后做一些練習(xí)加深理解。 Step4 summary try to help the students make a summary of the usage of subjunctive mood. And keep the rules in min

14、d. 1. 虛擬語氣在 if 條件句中的用法 條件從句 If 從句的謂語形式 主句的謂語形式 現(xiàn)在 過去時(shí) (were) would/could/should/might +V. (原) 將來 1.過去時(shí)(were) 2. should+ V.(原) 3. were to do would/could/should/might +V. (原) 過去 had done would/could/should/might + have done 2. Wish后的賓語從句 現(xiàn)在：過去時(shí) （did/ were） 1.w

15、ish + 賓語從句 過去：過去完成時(shí)（had done） 將來：would/ could + V 原 設(shè)計(jì)意圖：把剛才總結(jié)歸納出來的虛擬語氣的語法規(guī)則，再一次總結(jié)深化。然后告訴學(xué)生英語學(xué)習(xí)中這些語法規(guī)則是很重要的，接下來給學(xué)生幾分鐘時(shí)間的把這些規(guī)則記在腦袋里面，為下面的搶紅包活動(dòng)做鋪墊。 Step 5　practice and improving 1. (snatch the red envelop 搶紅包 ) let students chose an envelop，and then finish the task lin

16、k to the envelop. Anyone who gives the correct answer first will have a chance to get a foreign currency. Task 1 fill in the blank 1. If I him yesterday I him about it. (see, ask) 2. I wish I ____________( attend) the meeting last week. Task2 correct the sentences 1. If

17、 I was you, I would run faster. 2. I know nothing about the film. If I knew about it, I will tell you. 3. If I live near my office, I would walk to work. Task3 translate the sentences 1. I wish we could download happiness off the internet. 2. I wish I the bath water stayed really hot forever.

18、 Task4. fill in the blank 1. I wish I (be) better looking. 2. I wish you (go) with us tomorrow. 3. He wished he ___________________(not fall) in love with her before. Task5. read the poem to the class ? If I were to fall in love 如果我要戀愛 ? It would

19、 have to be with you 那個(gè)人一定是你 ? Your eyes, your smile 你的眼睛，你的微笑 ? The way you laugh 你笑的樣子 ? The things you say and do你的所說所為 ? Take me to the places my heart never knew 帶我進(jìn)入一個(gè)我心從未知道的地方 ? So, if I were to fall in love,所以，如果我戀愛了， ? It would have to be with you.那個(gè)人一定是你。 Task 6. make dialog

20、ues What would you do, if you became /were to become /should become the manager tomorrow? Example: A1: What would you do if you should become the manager tomorrow? B1: If I should become the manger tomorrow, I would hire good cooks. 設(shè)計(jì)意圖：本環(huán)節(jié)的6練習(xí)任務(wù)我設(shè)計(jì)成了現(xiàn)在非常流行的搶紅包形式。每一個(gè)紅包都鏈接到一個(gè)練習(xí)任務(wù)，能夠最先舉手回答出正確答案

21、的學(xué)生，就有機(jī)會(huì)從我手上抽取一張紙幣（越南盾，泰銖，港幣，美元……）?；顒?dòng)是這樣的，先由學(xué)生任意選擇一個(gè)紅包，然后鏈接到相應(yīng)的題目，留給相應(yīng)的時(shí)間給學(xué)生思考做題。時(shí)間到后，最先舉手回答正確的同學(xué)，就可以抽取一張紙幣。這個(gè)環(huán)節(jié)不僅可以讓學(xué)生鞏固之前學(xué)習(xí)的虛擬語氣，而且非常刺激，學(xué)生參與度高，幾乎是達(dá)到整節(jié)課的高潮。而且這些練習(xí)里面包含有填空，改錯(cuò)，朗讀，翻譯，對話，使學(xué)生在聽說讀寫譯各個(gè)方面都得到了一定的鍛煉。 Task 7: If you had a lot of money, what would you do? Would you like to help those in

22、need? 設(shè)計(jì)意圖：可能有的老師就會(huì)認(rèn)為，給學(xué)生發(fā)紙幣這樣一節(jié)課的代價(jià)也太大了。而這個(gè)環(huán)節(jié)的設(shè)計(jì)能夠巧妙地收回之前發(fā)出去的紙幣。在學(xué)生搶完紅包之后，大家都沉浸在興奮中。此時(shí)，我就問學(xué)生“If you had a lot of money, what would you do?”？然后提問幾個(gè)學(xué)生。然后再問“Would you like to help those in need?”，再在ppt上展示一張兒童需要幫組的圖片，問學(xué)生愿不愿意幫助他們，此時(shí)學(xué)生基本上都會(huì)回答“yes”。然后，讓剛才拿到紙幣的同學(xué)站起來，再從講臺(tái)底下拿出一個(gè)捐款箱，借機(jī)把剛才發(fā)出去的紙幣收回來。這個(gè)環(huán)節(jié)出乎意料，又

23、在情理之中。此時(shí)，可以鼓勵(lì)學(xué)生：If you want to have a lot of money, you can study hard, and make money in the future. If you have a dream, just fight for it! If you want to do something, just do it! 這樣便可以對本節(jié)課進(jìn)行情感上的升華。 step 6　homework review the structure and write a composition . 設(shè)計(jì)意圖：通過讓學(xué)生完成課后布置的作文，提高鞏固語法知識(shí)，培

24、養(yǎng)學(xué)生靈活運(yùn)用虛擬語氣的寫作能力，全面提高學(xué)生的綜合語言運(yùn)用能力。 step 7　reflection after teaching 對于語法課，我覺得在呈現(xiàn)一個(gè)新的語法的時(shí)候，我們最好不要直接開門見山的介紹語法規(guī)則，然后讓學(xué)生理解記憶，然后再引導(dǎo)學(xué)生進(jìn)行操練。最好的方式應(yīng)該是讓學(xué)生在不知不覺中感受語法的形式和用法，等到了一定的程度之后再引導(dǎo)學(xué)生根據(jù)自己的觀察發(fā)現(xiàn)，總結(jié)出相應(yīng)的語法規(guī)則。然后老師在對這些語法規(guī)則進(jìn)行進(jìn)一步的總結(jié)，操練和明確。 而這節(jié)語法課就是遵循這樣的教學(xué)方法，通過這節(jié)語法教學(xué)課，學(xué)生能夠在老師的指導(dǎo)下積極參與到語法知識(shí)的學(xué)習(xí)中，了解并掌握了虛擬語氣的語法規(guī)則，并且能夠靈

25、活運(yùn)用這些語法規(guī)則完成相應(yīng)的練習(xí)，表達(dá)自己的觀點(diǎn)，完成了教學(xué)任務(wù)，達(dá)到了教學(xué)目的。 某個(gè)專家曾經(jīng)說過，好的公開課有三聲：學(xué)生幸福學(xué)習(xí)的笑聲，聽課老師欽佩的掌聲，下課后安靜的排隊(duì)拷課件，此時(shí)無聲勝有聲。我想我基本上算是成功了。 但是在上完課后，自己思考了很久，覺得還是有一些需要改進(jìn)的地方：1. 如果在reading and discovering 部分使用的不是幾句沒有關(guān)聯(lián)的句子，而是創(chuàng)設(shè)一個(gè)關(guān)聯(lián)更為強(qiáng)大的語篇作為語境那就更好了，那樣學(xué)生就能更好的在語篇中感受虛擬語氣了。2.搶紅包的環(huán)節(jié)中的6個(gè)任務(wù)都是孤立的，任務(wù)與任務(wù)之間沒有實(shí)質(zhì)性的聯(lián)系。其實(shí)也可以創(chuàng)設(shè)一個(gè)情境，把孤立的幾個(gè)任務(wù)，巧妙的連接起來。 6