高三语法复习课虚拟语气.doc

高三语法复习课-虚拟语气一、教材分析：本课是结合有关虚拟语气的语法内容，进行高三英语语法-虚拟语气的复习，我在教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析：在高一和高二两年英语学习的基础上，高三学生已经掌握了基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度，为高考和大学的进一步学习研究打下坚实的基础。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价，求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。三、教学重点:1.把握本课复习的重点-语法虚拟语气的句型结构2.语法虚拟语气的运用 四、教学难点:1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。2.虚拟语气在真实的生活语境中的使用。五、教学目标:1.知识目标: 引导学生准确把握情态动词在虚拟语气之中的使用。根据该语法规律解决实际问题。重语境，探语义，培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，依靠语法但不拘泥于语法，结合语法和题干中的语境解决高考题。在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。2.能力目标：利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，着重提高学生获取信息，处理信息，分析问题和解决问题的能力，培养学生自主学习。3.德育目标：用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。形成健全的情感态度，为未来发展和终身学习奠定好的基础。六、教学策略:高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用教学方法-任务型教学法：任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识并得出结论，从注重语言本身转变为注重语言习得。七、学习策略:非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 为了达到这一目标，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。八、教学用具：黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成PPT课件）九、教学设计:1.总体思路笔者将本节课的主要内容分为 Warming up（热身）Presentation（导入）Revision（语法复习） Consolidation （知识巩固）以及Writing（写作应用）。其中热身及导入部分相结合，由欣赏名篇名句入手，再进行英文诗歌朗诵比赛活动，旨在让学生处于兴奋的状态，是学生通过听、说、读等活动熟悉学习的主题。学习的主体环节由复习、巩固和实际应用三个环节构成，所设计的问题精心挑选，学习活动层层深入，着眼于提高学生对语法知识的运用能力。同时，利用非测试评价手段，提高学生的课堂活动的参与度。运用教学内容，培养学生珍惜时间、珍爱生命的积极人生态度。2. 教学过程Step1 Warming up（5 minutes）Discuss about the pictures together , and express their ideas freely . Such as, What would you do now, if you lost your vision or other valuable things ? You wish设计说明：1. 教师首先展示美国聋哑女作家 海伦凯勒的影片图片和主要作品，然后请学生阅读以下片段：假如给我三天光明（节选）请学生思考一下这个问题：假如你只有三天的光明，你将如何使用你的眼睛？想到三天后，太阳再也不会在你的眼前升起，你又将如何度过你那宝贵的三日？你又会让你的眼睛停留在何处？教师通过多媒体呈现图片，目的是快速吸引学生的注意力，并激发起好奇心。2.学习是学生在新知识与已有知识之间建立联系的过程。利用新颖和形象的图片导入，有利于学生积极参与教学活动，进行讨论和对话活动。然后通过人物介绍，帮助学生学会珍惜拥有，学会生活，并为下一活动做好铺垫。Step2Presentation （8 minutes）Hold an English poem recital competition. Task1：Divide the whole class into a number of groups. Each group asks one student to act as the competitor with music Living life overIf I had my life live over I would have talked less and listened moreI would have invited my friend over to dinner even if the carpet was strained and the sofa fadedI would have taken the time to listen to my grandfather ramble about his youthI would never have insisted the car windows be rolled up in the summer day because my hair had just been teased and sprayed. I would have burned the pinked candle sculpted like a rose before it melted into storageI would have sat on the lawn with my children and not worried about the grass strainsI would have cried and laughed less while watching television-and more while watching lifeI would have gone to bed when I was sick instead of pretending the earth would go into a holding patter if I were not there for the day.I would never have bought anything just because it was practical would not show soil or was guaranteed to lastlife time. There would have been more “I love you” more “I am sorry”but mostly ,given another shorts at life ,I would seize every minutelook at it and really see it live it and never give it back.（译文:如果时间倒流，我会少说多听。我会请朋友来家里吃饭，即使地毯脏了，沙发褪色了。我会抽时间听祖父唠叨他的青年时代。我不会因为刚刚把头发梳理定型而要求夏天关上车窗。我会点燃那支雕成玫瑰状的蜡烛，而不会让它在尘封中融化。我会与孩子们坐在草地上，不去担心草地上的污渍。我会把泪水和笑声更多得留给观察人生，而不是看电视。如果生病了，我会卧床休息，而不是自认为没有我，地球就不转了。我不会买那些仅仅是实用或者不显脏或者保证能用一生的东西。我会更多地说，“我爱你” “对不起”然而，最重要的是，如果有来生，我会抓住每一秒，看人生体验人生再也不放手。）Task2：Choose the best group that read the poem with their deepest feeling.设计说明：1.用配乐英文诗歌朗诵的方式导入语法-虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。让学生在美的体验和欣赏中收获知识。2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，包括对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。引导学生欣赏诗歌，尝试翻译，并学习体验诗歌朗诵的美感。最后由全体同学对各组参与代表投票进行非测试性评价。引起学生对情态动词用法的注意，又为下面语法结构的复习做铺垫。Step3 Revision（6 minutes）Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar . And then find out how to use the grammar correctly.1. If there _ (be) no computer, the students _(learn) much now.2. If there _ (not be) the war, people _(live) a happier life in the future.3. If you _ (come) yesterday, you _ (see) Jackie Chen.4. If you_ (attend) the concert , your oral English _(become) better now.5. But for the PLA, people _ (suffer) a lot in the earthquake . 设计说明：1.研究新课程标准对语法项目范围的界定。教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。学生思维活跃，记忆就会更深刻。同时，教师把语法规则活化为活动，把教学活动活化为交际活动。设计巧妙、难度适宜的分组竞答游戏活动，激发学生的参与意识。Step4 Consolidation(5minutes)Give the students some examples that have been used in the Tianjin College Entrance Examination, which can promote the students to prepare for the examinations from the bottom of their hearts. 1. If Newton lived today, he would be surprised by what _ in science and technology.A. had discoveredB. had been discovered C. has discoveredD. has been discovered 2. This printer is of good quality. If it _ break down within the first year, we would repair it at our expense.A. would B. should C. could D. might3 . - John went to the hospital alone.- If he _ me about it, I would have gone with him.A. should tell B. tells C. told D. had told设计说明：以高考真题为例，引导学生体验高考，提升能力。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。学生成功解决了高考题，会获得成就感和自豪感，为进一步学以致用做好心理准备。Step5 Writing （20 minutes）How to express true feelings with the help of the grammar. And ask the students to say and write down their ideas in English.Task1: Summarize the grammar with the students and write down what they said on the blackboard. (3 minutes)1. Ifdid/were , would/could/should/might do 2. If had done , would/could/should/might have done 3. Ifdid/ were to/should do ,would/could/should/might doTask 2: Discuss the sentences in groups and encourage the students to express their feelings in English as follows(4 minutes):1.我现在有些后悔把本该用在学习上的时间浪费在玩电脑游戏上了。I regret wasting the time which I should have spent on my studies playing computer games.2.英语本该是我擅长的学科，但我在上面投入的时间和精力都太少了。I could have been good at English, but I devoted too little time and energy to it. 3.如果我两年前像现在一样用功，现在我的成绩就会令人满意的多。If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task 3: Broaden their horizon to use the grammar in some other different ways , discuss their ideas and write the answers on the blackboard.( 6minutes)1.我的老师建议我制定学习计划并认真的执行。(1) My teacher suggests that I should make a study plan and carry it out very seriously.(2)It is suggested that I should make(3)My teachers suggestion is that I should make(4)My teacher has made the suggestion that I should make2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.Task 4: Encourage the students to collect the main ideas to form a good composition，the students can cooperate to finish the task, as follows(7 minutes)：It will be a few months before we take the College Entrance Examination. And I should be devoted to my studies. Now I regret wasting the time which I should have spent on my studies playing computer games. I could have been good at English, but I devoted too little time and energy to it. In my view, if I had worked two years ago as hard as I do now, my grades would be much more satisfactory now. As a result, My teacher suggests that I should make a study plan and carry it out very seriously. Believe it or not, I got a high mark at the exam, which encourage me a lot . At present, I am learning as if I were never tired. I believe that my perseverance and determination will lead to my success.设计说明：1. 让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重 “精讲精练，以练为主；点到为止，注重运用”。2. 在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理，即连句成文，实现语言的真正输出，并对学生的学习效果通过幻灯片及时进行反馈。调动学生参与课堂学习活动的热情，增强面对高考的自信。学生既体验了进步和成功，又扎实和巩固了语言基础知识，通过语境设计对话完成语言的输出活动。Step5 Assignment（1 minute）1. Oral practice-summarize the grammar and talk about where and how we can use it.(口语练习)2. Ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life , such as walking in the space , living under the sea , making a journeyin 3000 and so on . Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练)小组课堂评价表（课后完成）非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责，组织小组反思，填写下表（以5分制计），并存入学习档案。姓名 分数小组合作工作量组内活动创意班级活动参与情况回答问题个数参与活动进步情况设计说明：1.结合学生所学的语法知识和实际情况，分组进行口头表达活动，畅谈自己对未来生活的遐想。在教学过程中，帮助和鼓励学生从中获得知识的理解、掌握和运用，激发学生的学习主动性和积极性，使学生变被动为主动，变浅层次的参与为深层次的参与，达到学以致用的功效。2.任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。新课程新理念下的英语语法教学应从语用角度出发，以人为本，激发学生的兴趣，现就虚拟语气在新授课下应怎样设计，发表本人的一点浅见。 本节语法课我打算运用归纳法讲授虚拟语气，首先我给学生们展示了一个句子：If I were a bird, I would fly in the sky.（假如我是一只鸟，我就在天空中飞翔）。那么学生不禁会问：“主语是I，be 动词却用were，通常情况下是用am或was吗？老师会不会写错了呢？”这样，就把学生的好奇心和学习兴趣调动起来了，课堂气氛非常活跃。随后我进行解释：这就是虚拟语气的句式结构，同学们一定要注意谓语动词的变化。我再举几个例子让学生探究和合作学习，让学生自己发现规律，总结规律。老师给出例句：Examples:1. If I were you, I would take an umbrella.如果我是你，我会带把伞。（事实：我不可能是你）2. If I knew his telephone number, I would tell you.如果我知道他的电话号码，我就会告诉你。（事实：不知道） 3. If there were no air or water, there would be no living things on the earth.如果没有水和空气，地球上就不会有生物。(事实：地球上既有空气也有水)4. If I had any money with me, I could lend you some.如果我带钱了，我就会借给你些。（事实：没带钱） 5. If he studied harder, he might pass the exam.如果他再努力些，就能通过考试了。（事实：没努力）学生自己总结：一、 表示与现在事实相反的情况：从句：If+主语+过去时 主句：主语+should/would/could/might+动词原形老师给出例句：Examples:1. If I had got there earlier, I should/could have met her.如果我早到那儿，我就会见到她。（事实：去晚了）2. If he had taken my advice, he would not have made such a mistake. 如果他听我的劝告的话，就不会犯这样的错误了。（事实：没有听我的话） 学生自己总结：二、 表示与过去事实相反的情况从句：If+主语+had done主句：主语+should/would/could/might+have done老师给出例句：Examples:1. If he should come here tomorrow, I should/would talk to him.如果他哪天来这儿的话，我就跟他谈谈。（事实：来的可能性很小）2. If there were a heavy snow next Sunday, we would not go skating. 如果下周日下大雪，我们就不能去滑冰了。（事实：不知能否下雪） 3. If she were to be there next Monday, I would tell her about the matter. 如果她下周一来这儿的话，我就会告诉她这件事。（事实：来的可能性小）学生自己总结：三、 表示对将来情况的主观推测 从句：If+主语+were/should+动词原形/were to +动词原形主句：主语+should/would/could/might+动词原形板书设计虚拟语气（SubjunctiveMood）从句 主句现在 过去时(were) would/could/should/might +do过去 过去完成时（had done）would/could/should/might + have+done将来1.过去时(were)2.should+do would/could/should/ might+do3. were to do通过本节语法课的教学，改变了传统语法教学中教师讲，学生记的教学模式，通过例句，让学生自己总结语法规则，让学生认识到这些语法规则和语言知识在实际生活和学习中的实用性，真正体验到学习所带来的好处和快乐，更大程度上调动了学生的英语学习积极性，激发了学生学习英语语法的兴趣 Writing How to reduce stress in studyPartI Words1.压力 _ 2.释放_3.减少_ 4.放松_5.信心_ 6.成功_Part II Sentences1.Its said /reported that many senior three students have high /too much stress .据说他是中国最伟大的作家之一。_.2.Many senior three students are said /reported to have lots of pressure 据说他是中国最伟大的作家之一。_.Part III AnsweringDiscuss with /Pour out （倾诉）your trouble to your partners :what pressure do you have in your study?From your parents and teachers_.From your classmates_.From yourself_ .Part IV ReadingFind out the ways to release pressure.With excessive pressures, we ought to r