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1、 人民教育出版社 高二年級下學期 Book6 Unit 1 Art Period 4 Grammar—the Subjunctive Mood 三維目標設計 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. 教學重、難點　　 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. 設計意圖：通過讓學生欣賞一首名為“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，問幾個女同學“If you were a boy, what would you do?”。最后故意提問一個男同學，男同學可能會回答“I am a boy”。然后讓學生分析，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 (were) would/could/should/might +V. (原) 將來 1.過去時(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 設計意圖：通過設計呈現(xiàn)不同時間的條件虛擬句，讓學生去觀察發(fā)現(xiàn)語法規(guī)則， 引導學生加以歸納總結虛擬語氣在if 條件句中的用法，然后讓學生完成表格，使知識系統(tǒng)化，便于理解。最后做一些練習加深理解。 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 （did/ were） 1.wish + 賓語從句 過去：過去完成時（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. 設計意圖：通過設計呈現(xiàn)不同時間的條件虛擬句，讓學生去觀察發(fā)現(xiàn)語法規(guī)則， 然后引導學生加以歸納總結wish+賓語從句的用法。最后做一些練習加深理解。 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 (were) would/could/should/might +V. (原) 將來 1.過去時(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 （did/ were） 1.w

15、ish + 賓語從句 過去：過去完成時（had done） 將來：would/ could + V 原 設計意圖：把剛才總結歸納出來的虛擬語氣的語法規(guī)則，再一次總結深化。然后告訴學生英語學習中這些語法規(guī)則是很重要的，接下來給學生幾分鐘時間的把這些規(guī)則記在腦袋里面，為下面的搶紅包活動做鋪墊。 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 帶我進入一個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. 設計意圖：本環(huán)節(jié)的6練習任務我設計成了現(xiàn)在非常流行的搶紅包形式。每一個紅包都鏈接到一個練習任務，能夠最先舉手回答出正確答案

21、的學生，就有機會從我手上抽取一張紙幣（越南盾，泰銖，港幣，美元……）?；顒邮沁@樣的，先由學生任意選擇一個紅包，然后鏈接到相應的題目，留給相應的時間給學生思考做題。時間到后，最先舉手回答正確的同學，就可以抽取一張紙幣。這個環(huán)節(jié)不僅可以讓學生鞏固之前學習的虛擬語氣，而且非常刺激，學生參與度高，幾乎是達到整節(jié)課的高潮。而且這些練習里面包含有填空，改錯，朗讀，翻譯，對話，使學生在聽說讀寫譯各個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? 設計意圖：可能有的老師就會認為，給學生發(fā)紙幣這樣一節(jié)課的代價也太大了。而這個環(huán)節(jié)的設計能夠巧妙地收回之前發(fā)出去的紙幣。在學生搶完紅包之后，大家都沉浸在興奮中。此時，我就問學生“If you had a lot of money, what would you do?”？然后提問幾個學生。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，問學生愿不愿意幫助他們，此時學生基本上都會回答“yes”。然后，讓剛才拿到紙幣的同學站起來，再從講臺底下拿出一個捐款箱，借機把剛才發(fā)出去的紙幣收回來。這個環(huán)節(jié)出乎意料，又

23、在情理之中。此時，可以鼓勵學生：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)課進行情感上的升華。 step 6　homework review the structure and write a composition . 設計意圖：通過讓學生完成課后布置的作文，提高鞏固語法知識，培

24、養(yǎng)學生靈活運用虛擬語氣的寫作能力，全面提高學生的綜合語言運用能力。 step 7　reflection after teaching 對于語法課，我覺得在呈現(xiàn)一個新的語法的時候，我們最好不要直接開門見山的介紹語法規(guī)則，然后讓學生理解記憶，然后再引導學生進行操練。最好的方式應該是讓學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學生根據(jù)自己的觀察發(fā)現(xiàn)，總結出相應的語法規(guī)則。然后老師在對這些語法規(guī)則進行進一步的總結，操練和明確。 而這節(jié)語法課就是遵循這樣的教學方法，通過這節(jié)語法教學課，學生能夠在老師的指導下積極參與到語法知識的學習中，了解并掌握了虛擬語氣的語法規(guī)則，并且能夠靈

25、活運用這些語法規(guī)則完成相應的練習，表達自己的觀點，完成了教學任務，達到了教學目的。 某個專家曾經說過，好的公開課有三聲：學生幸福學習的笑聲，聽課老師欽佩的掌聲，下課后安靜的排隊拷課件，此時無聲勝有聲。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的地方：1. 如果在reading and discovering 部分使用的不是幾句沒有關聯(lián)的句子，而是創(chuàng)設一個關聯(lián)更為強大的語篇作為語境那就更好了，那樣學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個任務都是孤立的，任務與任務之間沒有實質性的聯(lián)系。其實也可以創(chuàng)設一個情境，把孤立的幾個任務，巧妙的連接起來。 6