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1、book6 unit 虚拟语气 优质课获奖教案人民教育出版社 高二年级下学期 Book6 Unit 1 Art Period 4 Grammarthe Subjunctive Mood 三维目标设计 Knowledge and skills 1to get the students to know the structure of the subjunctive mood. 2to let the students learn the usages of the subjunctive mood. 3to enable the students to use the subjunctive m
2、ood correctly and properly. Process and methods 1to ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences. 2to ask the students to make a conclusion of the usage of the subjunctive mood. 3to ask the students to do some exercise to master th
3、e subjunctive mood. 4to ask the students to summarize the usage of the subjunctive mood. 5to ask the students to do some other additional exercises for consolidation. Emotion attitude and value 1to get the students to become interested in grammar learning. 2to develop the students ability of compari
4、ng and summarizing. 3to encourage the student to fight for their dreams. 教学重、难点 1to get the students to master the structure and usages of the subjunctive mood. 2to enable the students to learn how to use the subjunctive mood correctly. 教学过程 Step 1 greeting and lead in 1Enjoy an English song “If I w
5、ere a boy”. 2Ask the students “If you were a boy, what would you do?” 3Lead to the definition of subjunctive mood. 设计意图：通过让学生欣赏一首名为“if I were a boy”的英文歌，引出本节课的主题“虚拟语气”。听完歌之后，问几个女同学“If you were a boy, what would you do?”。最后故意提问一个男同学，男同学可能会回答“I am a boy”。然后让学生分析，If I were a boy 和 I am a boy 的区别，引出虚拟语气
6、具体概念和非真实条件句。 Step 2 reading and discovering 1 Ask the students to study the following sentences and try to summarize the structure of the subjunctive mood. 虚拟语气在 if 条件句中的用法 1 1. If we had time now, we should read it again. 2. If I were you, I would try it again. 3. If l had a lot of money, I would b
7、uy a expensive car. 4. If he had driven more carefully, he wouldnt 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 go camping. 8. If it should rain tomorrow,
8、we would not go camping. try to help the students draw the following conclusions. 虚拟语气在 if 条件句中的用法 条件从句 If 从句的谓语形式 现在 过去时 (were) 1.过去时(were) 2. should+ V.(原) 3. were to do had done 主句的谓语形式 would/could/should/might +V. (原) 将来 would/could/should/might +V. (原) 过去 would/could/should/might + have done pr
9、actice 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. Sorry, I am too busy now. If I (have) time, I (go) out with you 设计意图：通过设计呈现不同时间的条件虚拟句，让学生去观察发现语法规则， 引导学生加以归纳总结虚拟语气在if 条件句中的用法，然后
10、让学生完成表格，使知识系统化，便于理解。最后做一些练习加深理解。 step 3 reading and discovering 2 Ask the students to study the following sentences and try to summarize the structure of the subjunctive mood. Wish后的宾语从句 I wish I were taller. I wish I had more time. I wish I had seen the film last night. I wish you hadnt told me all
11、 this yesterday. I wish I could go to shanghai tomorrow. 2 He wishes he would become a film star someday. try to help the students draw the following conclusions. 现在：过去时 1.wish + 宾语从句 过去：过去完成时 将来：would/ could + V 原 practice ask students to do the following exercises： 1. I wish I (be) a bird. 2. I wi
12、sh I (not make) such a mistake. 3. We wish our parents (not punish) us. 设计意图：通过设计呈现不同时间的条件虚拟句，让学生去观察发现语法规则， 然后引导学生加以归纳总结wish+宾语从句的用法。最后做一些练习加深理解。 Step4 summary try to help the students make a summary of the usage of subjunctive mood. And keep the rules in mind. 1. 虚拟语气在 if 条件句中的用法 条件从句 If 从句的谓语形式 现在
13、 过去时 (were) 1.过去时(were) 2. should+ V.(原) 3. were to do had done 主句的谓语形式 would/could/should/might +V. (原) 将来 would/could/should/might +V. (原) 过去 would/could/should/might + have done 2. Wish后的宾语从句 现在：过去时 1.wish + 宾语从句 过去：过去完成时 将来：would/ could + V 原 设计意图：把刚才总结归纳出来的虚拟语气的语法规则，再一次总结深化。然后告诉学生英语学习中这些语法规则是很重
14、要的，接下来给学生几分钟时间的把这些规则记在脑袋里面，为下面的抢红包活动做铺垫。 Step 5 practice and improving 1. (snatch the red envelop 抢红包 ) let students chose an envelop，and then finish the task link 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 3 1. If
15、 I him yesterday I him about it. (see, ask) 2. I wish I _( attend) the meeting last week. Task2 correct the sentences 1. If 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 sen
16、tences 1. I wish we could download happiness off the internet. 2. I wish I the bath water stayed really hot forever. 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 I
17、f I were to fall in love 如果我要恋爱 It would have to be with you 那个人一定是你 Your eyes, your smile 你的眼睛，你的微笑 The way you laugh 你笑的样子 The things you say and do你的所说所为 Take me to the places my heart never knew 带我进入一个我心从未知道的地方 So, if I were to fall in love,所以，如果我恋爱了， It would have to be with you.那个人一定是你。 Task 6
18、. make dialogues 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. 设计意图：本环节的6练习任务我设计成了现在非常流行的抢红包形式。每一个红包都链接到一个练习任务，能够最先举手
19、回答出正确答案的学生，就有机会从我手上抽取一张纸币。活动是这样的，先由学生任意选择一个红包，然后链接到相应的题目，留给相应的时间给学生思考做题。时间到后，最先举手回答正确的同学，就可以抽取一张纸币。这个环节不仅可以让学生巩固之前学习的虚拟语气，而且非常刺激，学生参与度高，几乎是达到整节课的高潮。而且这些练习里面包含有填空，改错，朗读，翻译，对话，使学生在听说读写译各个方面都得到了一定的锻炼。 Task 7: If you had a lot of money, what would you do? Would you like to help those in need? 设计意图：可能有的老
20、师就会认为，给学生发纸币这样一节课的代价也太大了。而这个环节的设计能够巧妙地收回之前发出去的纸币。在学生抢完红包之后，大家都沉浸在兴奋中。此时，我就问学生“If you had a lot of money, what would you do?”？然后提问几个学生。然后再问“Would you like to help those in need?”，再4 在ppt上展示一张儿童需要帮组的图片，问学生愿不愿意帮助他们，此时学生基本上都会回答“yes”。然后，让刚才拿到纸币的同学站起来，再从讲台底下拿出一个捐款箱，借机把刚才发出去的纸币收回来。这个环节出乎意料，又在情理之中。此时，可以鼓励学生
21、：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! 这样便可以对本节课进行情感上的升华。 step 6 homework review the structure and write a composition . 设计意图：通过让学生完成课后布置的作文，提高巩固语法知识，培养学生灵活运用虚拟语气的写作能力，全面提
22、高学生的综合语言运用能力。 step 7 reflection after teaching 对于语法课，我觉得在呈现一个新的语法的时候，我们最好不要直接开门见山的介绍语法规则，然后让学生理解记忆，然后再引导学生进行操练。最好的方式应该是让学生在不知不觉中感受语法的形式和用法，等到了一定的程度之后再引导学生根据自己的观察发现，总结出相应的语法规则。然后老师在对这些语法规则进行进一步的总结，操练和明确。 而这节语法课就是遵循这样的教学方法，通过这节语法教学课，学生能够在老师的指导下积极参与到语法知识的学习中，了解并掌握了虚拟语气的语法规则，并且能够灵活运用这些语法规则完成相应的练习，表达自己的观点，完成了教学任务，达到了教学目的。 某个专家曾经说过，好的公开课有三声：学生幸福学习的笑声，听课老师钦佩的掌声，下课后安静的排队拷课件，此时无声胜有声。我想我基本上算是成功了。 但是在上完课后，自己思考了很久，觉得还是有一些需要改进的地方：1. 如果在reading and discovering 部分使用的不是几句没有关联的句子，而是创设一个关联更为强大的语篇作为语境那就更好了，那样学生就能更好的在语篇中感受虚拟语气了。2.抢红包的环节中的6个任务都是孤立的，任务与任务之间没有实质性的联系。其实也可以创设一个情境，把孤立的几个任务，巧妙的连接起来。 5
