Grammar优秀公开课教案

高三复习专题---“虚拟语气”教案

陈虹

一、教材分析： 本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，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： 在高一和高二英语学习基础上，高三学生已经掌握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。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，但他们学习比较认真，求知欲强。部分学生的基础较好，能主动配合老师。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、教学目标：

1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。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，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 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，分析问题和解决问题的能力，培养学生自主学习。 3.情感目标： 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。三、四、教学重点: 1.复习的重点---语法虚拟语气在if条件句的句型结构。 2.语法虚拟语气的运用。 五、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。 六、教学用具： 黑板、多媒体辅助（将本课所需要的图片、文字、音乐等制成PPT课件）

七、

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……

说明：首先展示美国聋哑女作家

海伦·凯勒的影片图片请学生思考：假如你只有三天的光明，你会怎么做？

Step2 Presentation （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 over

If I had my life live over I would have talked less and listened more

I would have invited my friend over to dinner even if the carpet was strained and the sofa faded

……

Task2：Choose the best group that read the poem with their deepest feeling.

Step3 Revision（7 minutes）

Ask the students to answer the questions in groups to summarize the basic rules of the subjunctive mood.

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.

Step4 Consolidation (5minutes)

1. If Newton lived today, he would be surprised by what ______ in science and technology.

A. had discovered B. had been discovered

C. has discovered D. 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. might

3. --- 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

Step5 Writing （20 minutes）

Task1: Summarize the grammar with the students and write down what they

said on the blackboard. 1. If…did/were , …would/could/should/might

do…

2. If …had done , …would/could/should/might have done…

3. If…did/ were to/should do ,…would/could/should/might do…

Task 2: Discuss the sentences in groups and encourage the students to express their feelings in English as follows

1. I regret wasting the time which I should have spent on my studies playing computer games.

2. I could have been good at English, but I devoted too little time to it.

3. If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.

Task3: Ask the students to translate the sentences into English.

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 teacher’s suggestion is that I should make…

2.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.

Step5 Assignment

(写作训练)

Ask students to 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 journey, and so on. Motivate students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.

八、教学反思

本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。