Subjuctive Mood if clause教学设计.docx

Subjunctive Mood with“if”Clause (Unit1 Book6 )教学设计Subjunctive Mood with“if”Clause (Unit1 Book6 )教学设计教师zhangwenjing 学校第一中学 年级高中二年级教材人教版课题Subjunctive Mood with“if”Clause授课时间40分钟一 学生分析 我校地处粤北山区，学生大部分来自农村，英语水平参差不齐。本学生大部分学生有努力上进的愿望，尤其表现在学习小组的学习上。但是学生习惯于被动地接受教学知识，基础知识不扎实，用英语进行思维的能力及综合运用英语的能力较差。加之受母语思维方式的影响，对语法学习感到恐惧，兴趣不浓。二教材分析 这节课的内容是本单元的“Learning about language”部分，旨在让学生认识带“if”的虚拟语气的结构和用法，掌握省略“if” 的倒装情况并能准确地把其运用到篇章和写作中，达到“三维语法教学”的目的。 三教学目标1语言知识和技能1）通过观察句子，运用归纳法归纳出带“if”的虚拟语气的结构。2）能使用虚拟语气对图片和影片进行描述，表达观点，态度和情感。3）能在写作中准确运用虚拟语气运表达自己的情感。2学习策略 通过自己解决问题和小组讨论，培养学生自主探究学习和合作学习策略。3情感态度通过自主学习和合作学习，帮助学生树立了解异国文化，尊重异国文化的意识，培养学生的世界意识和跨文化交际能力。四. 教学重点和难点重点：1）通过观察句子，运用归纳法归纳出带“if”的虚拟语气的结构。2）能使用虚拟语气对图片和影片进行描述，表达观点，态度和情感。难点：能在写作中准确运用虚拟语气运表达自己的情感。五教学策略方法及学法以学生自主学习为中心，结合我校的“目标体验教学模式”，运用归纳教学法，通过开展多个自主学习、合作学习与探究学习的小组学习活动，在活动中渗透分层教学，关注每一个学生的情感等开展教学活动。六教学步骤(group work) (pair work) (individual work)StepsTeachers activitiesAimsStep1.Lead in（1分钟）1.Ask the students to appreciate a lyrics.If I were a boy , even just for a day , I d drink beer with the guys and chase after girls If I were a boy , I think I could understand how it feels to love a girl . I swear Id be a better man But in fact, Im a girl.2. Give a defination to “subjunctive mood”.通过对诗歌的欣赏，引出本节课的话题。激发学生学习的激情和兴趣并自然而然地进入新的教学内容中。Step2.Learning aims （1分钟）Show the aims of this period to the students.1. Master the basic structures of subjunctive mood with “if” clause.2. Learn to use subjunctive mood with “if” clause to express your ideas and in your writing.让学生了解本节课的任务，这是我校“目标体验教学模式”的一大特色，同时，也给后面学生的学习评价提供了依据。Step3.Self-study（8分钟）1. Get the students to work in groups of four, make sentences and sum up the rules according to the pictures given. If I won the lottery, I would buy a house with a big garden.If I had magic power like Liuqian,I could make my grandmother become a beautiful lady again.If I were a university student now, I would not have so much homework to do.If 从句的谓语形式主句的谓语形式presentIf Taylor hadnt died last month, she could have had the ninth marriage.If the earthquake hadnt happened in Japan on 11th Marth, people there would have lived a happy life.If Wangbei hadnt received the cosmetic surgery, she wouldnt have lost her young life.If 从句的谓语形式主句的谓语形式pastIf the humans were to die in 2012, I would spend all the money on buying things to my family and friends?If it were to snow/ snowed tomorrow , we could make a snow man.If it should be the Spring Festival tomorrow, I might get a lot of pocket money.If 从句的谓语形式主句的谓语形式future2. Get the students to sum up the use of subjunctive mood in “if clause”.If 从句的谓语形式主句的谓语形式presentpastfuture3. Get the students to observe the following sentences and sum up the use of inversion in subjuctive mood.1. Were I a boy, I would be a better man2. Had Wangbei not received the cosmetic surgery, she wouldnt have died.3. Should it be the Spring festival, I might get a lot of pocket money.学生通过观察幻灯片展示的句子和小组活动，归纳总结出带“if”的虚拟语气的结构,掌握虚拟语气“if”从句的“形式”。合作学习和归纳学习法的使用体现了以学生为中心的教学理念，避免了直接灌输，有助于培养学生自主探究的能力。通过引导学生思考，归纳出该语法结构的规律，教师最后进行归纳，体现了显性语法教学。Step4.Self-test（15分钟）（必做）Activity1: Get the students to make sentences one by one about the things that happened to “Titanic” to describe an imaginary past action with “if clause”.(Example)J: Rose, if I hadnt been on board, I wouldnt have met you.操练：这三项练习采用多媒体辅助教学创设运用虚拟语气的情景，以电影“Titanic”为素材，对subjunctive mood with “if”clause的三种相应的时态进行操练，达到该语法项目“意义”层面上的练习目的。其中Activity1看图造句(individual work)，目的在于让学生使用虚拟语气对图片进行恰当的描述。Activity2是造对话(pair work)，目的在于让学生通过模仿电影中的情感和语调等训练口语，同时，强化虚拟语气的用法。 Activity3是小记者对Rose 进行的一个采访(group work)，目的在于让学生把所学知识与现实相结合来表达自己的观点，情感和态度。活动形式多样化，体现了新课标对语法学习的知识目标。Activity2: Get the students to enjoy a section of the movie(before Jack died). Work in pairs and then make a dialogue between Jack and Rose using subjuctive mood referring to an imaginary future situation. Activity3: Suppose Rose is being interviewed by a reporter from Shaoguan Daily to imagine the life with Jack at present. Get the students to work in groups of four and make an interview using subjunctive mood referring to the present situation.(They can begin the interview in this way.)Reporter: Hello, Rose. Im a reporter from Shaoguan Daily. Would you mind me asking you some questions?Rose: Please go ahead.Reporter: Step5.Further practice(15minutes) Get the students choose one of the following task to finish.（选做题）Writing:Choose one exercise to finish. (2009年广东高考)以约120个词就“该不该禁止游客和动物拍照”进行议论，内容包括： (1)人们在参观动物园时为什么喜欢和动物拍照； (2)假如你处在那些动物的处境，你会有什么反应； (3)你认为是否应该禁止游客和动物拍照。 Write a composition according to the information given. Translate the following passage using subjuctive mood with “if”clause.毫无疑问，每个人都有自己的隐私， 动物也是如此。假如我是动物园的动物，我会很不开心，并强烈反对人们的这种行为。假如我是动物园的动物， 我不喜欢别人打扰我的生活， 尤其当我睡觉的时候。假如我是动物园的动物， 我会从笼子里逃出去如果人们持续给我照相，因为我觉得这是他们在取笑我。 Fill in the forms to complete the passage.There is no denying that everyone should have his own privacy, so it is with the anmimal. If I were the animals in the zoo, _. If I were the anmals in the zoo, _. If I were the animals in the zoo, _, which made me think they were making fun of me.2. Ask one student to write the composition on the blackboard and check it. 这是我校“目标体验教学模式”中的分层教学环节。目的在于让学生根据自己的实际情况选择适合自己的题目，经过小组合作学习，获得学习的成功感，体验到学习的快乐。该练习取材于2009年广东高考作文任务型写作，其中作文要点“(2)假如你处在那些动物的处境，你会有什么反应；”就是考查虚拟语气在作文中的运用。分层练习中， 的题目难度最大，要求学生按照高考的标准写一篇作文。 的题目通过对写作内容进行整合，训练学生在句子翻译过程中运用虚拟语气，相对降低了写作难度。 的题目最简单，仅考查学生对虚拟语气结构的掌握。此练习充分体现了语法教学中“语用”层的训练。Step6.Homework1. Finish the exercises at page 5.2. Try to find more forms about subjunctive mood.六教学评价 自我评价表本节课小组得分所学语法项目能否将此语法运用于写作发言的次数和同学的合作意识如何提高下节课课堂学习1. Quite good.2. So so.3. Bad.七课后反思 本节课能以学生为中心，通过开展一系列的教学活动培养学生的自主探究学习、合作学习能力。其中我觉得有以下几个方面做得较好：1. 利用多媒体技术创设生动活泼的语言