高中英语必修四Unit 4-教学设计【教学参考】

高中英语必修四Unit4—教学设计【教学参考】高中英语必修四Unit4—教学设计【教学参考】高中英语必修四Unit4—教学设计【教学参考】高中英语必修四Unit4—教学设计【教学参考】教学设计要求：1.按照工具模板来完成教学设计，模板请点击附件下载；2.围绕“学科核心素养”，确定教学设计主题3.字数要求500字以上；4.必须原创，要要求完成，如不符合作业要求，一经发现，按不合格处理。题目SubjunctiveMoodInIf-clauses年级学科高二英语课型语法授课教师黄淋花工作单位华清中学教学目标1.KeyCompetence:Bytheendofthislesson,thestudentswillbeableto:①writeouttherulesofsubjunctivemoodinif-clausesontheirownbasedontheirunderstanding;②tellwhentousesubjunctivemoodtoexpresstheirideas;③makecorrectsentencesaccordingtothegrammaticalrules.2.EssentialCharacter:Bytheendofthislesson,thestudentswillbeableto:①enjoyexpressingtheirideasusingsubjunctivemoodbasedontheirunderstandingofthegrammaticalrules;②haveatasteofthelogicoftheEnglishlanguage.教学重难点关键①whentousesubjunctivemood②studentssummarizetherulesofsubjunctivemoodinif-clausesHowtobuilduptheirEnglishthinkinginusingsubjunctivemoodtoexpresssituationsthatarenottrueornotlikelytobecometrue.教学方法SituationalteachingapproachTask-basedteachingapproach运用的信息技术工具硬件：MultimediaDevices软件：PPTDocuments教学设计思路虚拟语气主要有三大板块内容，即if虚拟条件句中的虚拟语气、名词性从句中的虚拟语气和其他特殊句型中的虚拟语气。本节课的教学内容是：从零开始，复习if虚拟条件句中对于现在、过去、将来不同时间虚拟的用法，不包含倒装和含蓄虚拟语气。本堂课的侧重点是让学生在情境中深入体会虚拟语气的使用，针对三种时间虚拟的主句和从句中的谓语结构的学习、记忆和运用。教学过程设计意图时间安排Step1Lead-inShowavideoforthesong“IfIwereabutterfly”.Step2StudyingtherulesanddoingexercisesSituation1Askthestudentstomakedialoguestopractice.Situation2Askthestudentstofinishtwoexercises.Situation3Askthestudentstomakedialoguesandtofinishtwoexercises.Step3Comprehensiveexercises1)Askthestudentstofinishtwocomprehensiveexercises(TranslatingandWriting).2)Showmultiplestudents’shortpassagesandaskthestudentstoanalyzeandhavesomeerrorscorrected.Step4SummaryandHomeworkGuidethestudentstosummarizewhentousesubjunctivemoodandrecallthegrammaticalrules.Toraisetoday’stopicinaninterestingwayGuidethestudentstothinkaboutthepatternusedinthesongtocometotoday’stopic.Learningthegrammarinreallifesituationsisimpressive,easytounderstandandmemorable.Putthetheoryintopracticeandconsolidatetheirlearning.Learningthegrammarinreallifesituationsisveryimpressiveandmemorable;Putthetheoryintopracticeandmakethembecomefamiliarwiththerulesinthispart.Summarizingtherulesbystudentsthemselvesistechnicallyacceptableandeffective.ToconsolidatewhattheyhavelearnedandtousethegrammarToimprovethestudents’comprehensivelanguageapplicationab