北师大版高二选修8教案： Unit 24 Period 2.doc

the second period grammarteaching goals 教学目标1. target language 目标语言learn about the subjunctive mood used for persuasion.2. ability goals 能力目标enable students to use the subjunctive mood to talk about problems and give advice. 3. learning ability goals 学能目标by practicing help students to learn to use the subjunctive mood freely.teaching difficult points 教学难点the subjunctive mood used for persuasion.teaching important points 教学重点how to use the subjunctive properly in communication.teaching methods 教学方法listening and speaking; asking and answering; pair work.teaching aids 教具准备a multi-computer.teaching procedures & ways 教学过程及方式step i revisiondeal with exercise 4check the homework.ask individual students to read out the sentences they underlined in the text.t: last period i ask you to do exercise 4 after class. now lets check the answers together. first, please read out the sentences you underlined.ss: protest groups are insisting that some of our money be given to the third world.trade unions demand that the government shorten the working week.they are also suggesting that people should share work.its high time that we took these issues more seriously.we ought to visit the shops less.step ii grammarget the students to learn to use the subjunctive correctly.deal with exercise 5.read the instructions and check that students understand what to do. students do the exercise. work in pairs, reading the sentences and doing the matching exercise. after that, let students read the grammar summary 5, page 102. then show the following on the powerpoint. t: the subjunctive mood is very common in formal writing and in speech, and particularly after verbs such as demand, insist, recommend, suggest, and wish, nouns and adjectives such as demand, essential, important, insistence, proposal, suggestion; and conjunctions such as although, as if, as though, if and unless. in this unit, we mainly learn about these complex sentences:(1) suggest, advise, recommend, propose, order, command, request, require, demand + that clause (should do/do ) he suggested that we (should) save money for the future. (insist根据判断) (2) it is suggested/advised/ordered/requested/required + that-clause(should do/do) (主语从句) (3) my advice/suggestion/request/requirement is + that-clause (should do /do) （表语从句） his suggestion/advice/request/requirement + that-clause(should do/do ) is（同位语从句） (4) it is natural/necessary/strange + that-clause (should do/do) 表惊奇、怀疑、惋惜、不满、理应如此等。 its strange that he should have missed the train. （表竟然） it is important that we should learn from others.（表理应如此） it is a pity that he should not go with us. (表惊讶、不满) (5) wish + that clause (did/were 与现在相反) wish + that clause (would/could/might + do与将来相反) wish + that clause ( had done 与过去相反) i wish i could go with them tomorrow. i wish i had never met him. (6) it is (high/about) time + clause (did, should do) it is (high/about) time we went home. (7) would rather + clause (did与现在或将来相反)；(had done 与过去相反） i would rather you came tomorrow. i would rather you hadnt told her the news. (8) if only + clause ( did/were与现在相反) (would/could/might + do与将来相反) ( had done 与过去相反) “要是就好了”if only he would come tomorrow! if only i had taken her advice! if only i were ten years younger! (9) as if + clause (did/were 与现在相反) (would/could/might + do与将来相反) ( had done 与过去相反) she treats kate as if she were her own daughter. they talked as if they had been friends for years. step iii spoken englishdeal with exercise 6give students time to read through the questions before playing the tape.t: you have 15 seconds to read through the questions.t: now ill play the tape twice. listen to the tape and answer the questions, please.deal with exercise 7give students time to read the sentences and guess the missing words. play the tape twice for students to complete the sentences and see if their guesses are correct. ask them to pay attention to the verb forms used after the expressions in bold. check students answers by having individuals read out their sentences.t: pay attention to the stars in front of each expressions in bold. those with one or two stars are weaker expressions. while those with three or four stars express a stronger meaning of suggestion. then deal with exercises 8-10. students should do the exercises individually. then check the answers with the whole class.suggested answers to exercise 10:1 its about time you stopped playing computer games.2 youd better spend more time reading books.3 id rather you asked me first if you want to borrow my clothes.4 youd better eat slowly.5 its about time you began revision.6 youd better stop complaining. its no use.7 youd better be more careful.8 youd better not wash these expensive clothes in a washing machine.9 id rather you didnt mention that.10 its about time you had a rest.step iv language in useread the instructions to the class and tell students to use the weaker expressions (1-2 stars) from exercise 7. students then work in pairs, talking about their problems and giving advice to their partners. go round and monitor the activity, but do not interrupt unless it is absolutely necessary. ask pairs of students to act out their conversation for the class.a sample dialogue:a: i would like to buy a new mobile phone but i have no money.b: if i were you, i would borrow some money from my parents and buy one. step v summary and homeworkt: today we have learned nine sentence patterns of the subjunctive. after class, please finish exercises 1-5 on pages 80 and 81. finish ex 5 on page 81 in your exercise book.a sample of the letter:dear sir/madam, when i walk in the park, i think its time the park should be improved. i suggest that the grass be mown more frequently; it often grows too high to walk on. bicycle routes should be built again; it is full of bu