Learning about Language教学目标

英语 高三年级 选修十 人教新课标

Unit4

Grammar: The subjunctive mood

(if 引导的虚拟条件句) 教学设计

西安市西电中学

鲁艳萍

一、理论基础

根据2017年新课程标准，英语学习是为了培养学生的核心素养，即语言能力、文化意识、思维品质和学习能力。英语教师应该具备英语教学活动观的意识，努力创造各种不同层次的相互联系、相互融合和发展的活动。有些活动是为了让学生学习和理解，有些事为了让他们联系和使用英语，有些事是为了让他们把所学的知识运用到日常生活中去，从而创造新的东西。

二、教学内容分析

虚拟语气内容多，知识杂，一直是考试的重点，也是学生学习的难点。本节课只选取“if 引导的虚拟条件句”作为教学内容，不仅使学习内容更集中、教学的针对性更强，而且消除了学生的焦虑感，有利于教学目标的达成。

三、学情分析

本节课“if 引导的虚拟条件句”为Book10 Unit4 的Grammar，而此语法内容在人教高中英语第六册第一、二单元的语法专题已经学习过，教材中出现过很多虚拟条件句的例句，在课后配有练习题。学生在学习高中英语教材的基础上，对if 引导的虚拟条件句的构成、含义和用法已经有了基本的了解。本节课主要聚焦“if 引导的虚拟条件句”，通过设计各种教学活动，旨在帮助学生感知和体验语法规则，总结规律。同时，通过创设比较真实的交际语境，引导学生使用“if 引导的虚拟条件句”来表达思想，逐步发展语言能力。

四、教学目标

1. 通过研究对话, 利用思维导图复习“if 引导的虚拟条件句”的基本结构。

2. 通过小组讨论，利用思维导图梳理“if 引导的虚拟条件句”的不同用法。

3. 通过对整节课的梳理总结，得出：凡事三思而后行，这样你就没有什么可后悔的了。

五、教学重点

1. 通过研究对话，利用思维导图复习“if 引导的虚拟条件句”的基本结构。

2. 通过小组讨论，利用思维导图梳理“if 引导的虚拟条件句”的不同用法。

六、教学难点

通过小组讨论，利用思维导图梳理“if 引导的虚拟条件句”的不同用法。

七、课型和课时：

1

Grammar

The second part of learning about language in Unit4 Book10 八、教学方法：

Task-based teaching and learning;

Inquiry teaching method；

Cooperating learning；Discussion and oral practice. 九、教学设备

A computer and a projector.

十、教学流程

导入

组织教学3分钟

（观看视频）

呈现

幻灯片

幻灯片

十一、教学步骤: 练习

发现规律

呈现操练20分钟

练习

发现规律

运用

运用提高15分钟

综合运用

小结

归纳1分钟

布置作业

布置作业1分钟

教学流程图

Step 1. Warming up

2

Explore the formation of the “if 引导的虚拟条件句”

by watching a video , studying a dialogue from the video.

【设计说明】本节课用一段恋人之间的对话作为导入，让学生欣赏视频，分析视频中划线部分的谓语动词形式，感知和体验“if 引导的虚拟条件句”的用法，体会“if 引导的虚拟条件句”在我们的生活中无处不在，为复习“if 引导的虚拟条件句”做一个很好的铺垫。

Step 2. Explore the formation of“if 引导的虚拟条件句”by studying the underlined parts.

B: If I were older and had all the money in the world, I would ask you to marry me.

G: Don’t be gross! If I were the Queen, I would make you leave the country.

B: I think that if I were in love, it would be with you.

G: If I were my Dad, I would chase you away!

B: Well, if I had all the toys in the world, I could give them to you.

G: Stop being silly. 1.

Study the underlined parts and find out the formation of the “if 引导的虚拟条件句”

when we talk about our wishes, or things that are impossible at present:

adverbial clause had/were 2.

Practice the rules above:

main sentence would/should/could/might +do (1) If the ice __________ (stop) melting, it ___________(be) easy for the polar bear to survive.

(2)If all the chemical plants _________(shut) down, air pollution _________(reduce).

Keys：(1)stopped, would be (2) were shut/should be shut/were to be shut,

3. Ask students the following questiong:

If you were the mayor/the president/the United Nations Secretary General, what you do to save the polar bear/fight air pollution?

(If I were the mayor, I would encourage the citizens to use bicycles in the city./If I were the president, I would encourage the development of sustainable energy. /If I were the United Nations Secretary General, I would require each nation to limit the consumption of fossil fuels. )

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【设计说明】在让学生观看一段英语对话视频后，引导学生分析对话中的划线部分，并总结归纳出与现在事实相反的“if 引导的虚拟条件句”的主从句谓语动词的构成。然后，呈现两幅图画，让学生根据图画和文字提示，填出空白处的动词形式。此步骤中的第三个教学活动引发学生积极思考现实问题：假如你是市长/总统/联合国秘书长，你将怎么来保护北极熊/抵制空气污染？（参考答案：鼓励市民绿色出行、开发可持续能源、限制化石燃料的使用。）在掌握了与现在事实相反的“if 引导的虚拟条件句”构成和含义后，为学生创造真实的交际情景，联系和使用英语，把所学的知识运用到日常生活中，真正落实了英语教学的学科核心素养的要求。

Step3. Explore the formation of the underlined parts

by reading The Carpenter's House.

An elderly carpenter was ready to retire（退休）. He told his employer of his plans to leave the house building business. His boss was sorry to see his good worker go, and asked if he could build just one more house as a personal favor. The carpenter said yes, but in time it was easy to see that his heart was not in his work. He adopted poor workmanship and used inferior materials. It was an unfortunate way to end his career. When the carpenter finished his work, the boss came to inspect the house. The boss handed the front-door key to the carpenter. "This is your house," he said, "my gift to you."

What a shock! What a shame! If he had known he was building his own house,

the carpenter would have done it differently. Now he had to live in the home he had built carelessly. If you were the carpenter, what might you have done?

1. Study the underlined parts and find out the formation of“if 引导的虚拟条件句”

when we talk about our wishes, or things that were impossible in the past:

adverbial clause had done 2. Practice the rules above:

(1) If the driver ________(not use) his smart phone while driving, he _________(not run) his car into the tree.

(2) If Jim _________(spend) more time on his lessons instead of playing computer games, he _________ (not fail) in the final exam.

4 main sentence would/could/might/should +have done

（Keys: (1) had not used, would not have run (2) had spent, would/should/could/might not have failed）

3. Ask students the following questiong: What lessons can we learn from the driver and Jim?

(Safety is always the first. We should never use smart phones while driving. As a student, we should focus on our lessons. It is wise to limit the time we spend on computer games or smart phones.)

【设计说明】在阅读《木匠的故事》后，让学生观察划线部分，并归纳出与过去事实相反的“if 引导的虚拟条件句”的主从句谓语动词的构成。然后，借助两幅图和文字提示，让学生填出句中空白处的谓语动词。让学生先观察和后归纳，接着做练习，调动了学生参与教学活动的积极性，提高学习效率。通过使用所学知识，发展交际技能，体现了“Learning by doing(做中学）"的教学理念。

在掌握了与过去事实相反的“if 引导的虚拟条件句”的主从句谓语动词的构成和含义后，引发学生思考：从两幅图画中，我们可以吸取什么教训？（安全第一。开车时，千万不要打手机。作为学生，我们尽量不要玩电子游戏、少用手机。）教师提出的问题与社会生活和学生的日常生活密切相关，挑战学生的思维，从而帮助学生自觉抵制不良习惯，培养健康的生活方式。

Step4 Explore the formation of the Unreal Conditionals by listening to a dialogue between Jack and Lucy. Jack: If I survived tonight, I would find a job tomorrow.

Lucy: If I survived tonight, I would marry you.

Jack: If we should get married, we would have many kids.

Lucy: If we were to have many kids, we should buy a large house.

1. Study the underlined parts and find out the formation of the Unreal Conditionals when we talk about our wishes, or things that are impossible or unlikely to happen in the future:

2. Practice the rules above:

adverbial clause did/were were to do should do

main sentence would/could/might/should +do

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(1) If I _______(allow) to take a gap year(间隔年）, I ___________( work) as a volunteer.

(2) If I ________(win) the lottery , I __________(donate) my money to the charity to help the poor.

Keys: (1) were allowed, would/might work (2) won/were to win/ should win, would donate

3.

Ask students the following questiong: If the world came to an end tomorrow, what would you like to do today?

(If the world came to an end tomorrow, I would spend more time with my family. /I would tell my mum and dad that I love them dearly.)

【设计说明】为了提高语法学习的趣味性，教师编写了《泰坦尼克号》男女主人翁杰克在临死之前和露西的对话。这对恋人使用“if 引导的虚拟条件句”展望了将来不太可能发生的、非常美好的生活。让学生观察划线部分，并归纳出与将来事实相反的“if 引导的虚拟条件句”的构成要素。然后，借助图片和文字提示，让学生填出空白处的动词形式。

在掌握了与将来事实相反的“if 引导的虚拟条件句”的构成和含义后，组织学生与同伴对话：“假如明天是世界末日，你会怎么做？”（我要和家人共度好时光。/我要告诉父母我非常爱他们。）提出这样的问题是为了激发学生珍爱生命、珍惜时间。在传授语法知识的同时，对学生进行人文素养的熏陶，发挥了语言的育人功能，起到一石两鸟的作用,将英语学科核心素养落到实处。

Step 5: Conclude the usages about “if 引导的虚拟条件句”in the consistent time.

与现在事实相反的假设

if虚拟条件句

If+主语+ 动词的过去式（be动词一般用were)

If+主语+had +动词的过去分词

1.If+主语+动词过去式

2.If+主语+were to+ 动词原形

3.If+主语+should +动词原形

主句

主语+would ( should / might / could )＋动词原形

主语

+ would ( should / might / could )＋have done

主语+would ( should / might / could )＋动词原形

与过去事实相反的假设

与将来事实相反的假设

【设计说明】通过思维导图的整体总结归纳，让学生进一步巩固了“if 引导的虚拟条件句”在时

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态一致情况下的谓语动词的构成形式和意义。为进一步的综合运用打下基础。

Step 6: Conclude the other usages about “if 引导的虚拟条件句”

【设计说明】通过总结归纳“if 引导的虚拟条件句”的高考考点，让学生进一步巩固了“if 引导的虚拟条件句”的用法。为进一步的综合运用打下基础。

Step7. Consolidation and improvement

(1) Play a game in groups：

【设计说明】第一个活动是接龙游戏，四人一组来做。第一个同学先说，第二个同学接着第一个同学的句子往下说，以此类推。由于很多学生不喜欢上语法课，对语法学习存在一定的为难情绪，本环节的目的是让学生使用所学的语法知识来做游戏，体验学习成功带来的快乐，提升自信心和学习能力。

采用寓教于乐的方式，培养学生对语法学习的兴趣，不断提升学习能力。

(2) Fill in each blank with a proper words or the suitable form of the given words Once upon a time, there was an eagle's nest on the top of a mountain, with four large eagle eggs inside.

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One day an earthquake rocked the mountain, 1________(cause) one of the eggs to roll down the mountain, to a chicken farm in the valley below. An old hen volunteered to take care of the eagle's egg.

One day, the egg hatched and a beautiful eagle was born. 2________, the eagle was raised to be a chicken. Soon the eagle believed he was nothing more than 3_______ chicken. The eagle loved his home and family, but his spirit cried out for more. While playing a game on the farm one day, the eagle looked up at the sky and noticed a group of mighty eagles soaring(高飞）in the sky. "Oh," the eagle cried, " If I 4_________(be) an eagle, I could soar in the sky." The chickens burst with 5________(laugh), "You cannot soar like them. You are a chicken and chickens do not soar." The eagle continued staring at his real family up above. How he wish he 6________(fly) with them!Each time the eagle would let his dreams known, he was told it was 7__________(possible).That is 8_________the eagle learned to believe. The eagle stopped dreaming and continued to live his life like a chicken. Finally, after a long life as a chicken, the eagle passed away. The moral of the story is: you become what you believe you are. If the eagle 9__________( know) he was actually an eagle, he 10_________ (live) a different life. It was a pity that he had never soared in the sky.

(Keys: 1. causing 2. However 3.a 4.were5. laughter 6. could fly 7. impossible 8. what 9. had known 10. would have lived) 【设计说明】教师改编了《鹰和鸡》的故事，按照高考语法填空题的设题方法来设空。在引导学生对语法知识复习的同时，进行一个励志教育：我们要勇敢追求梦想，不要像那只鹰一样过着鸡的生活，从未展翅蓝天，抱憾终身。

Step8 . Sum up:

1.Moral lessons: Question: What can we learn from the passage? •

Today, we have reviewed the Subjunctive mood by if. •

Lessons we have learnt:

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2.

Summarize the knowledge what we have leant in this class. 3.

Evaluate the performance of each group, and select the best one

十二、板书设计

十三、教学反思

本节课是高中英语Book10《Unit4 Learning efficiently》中的Grammar，本节课用先进的教学理念引领教学设计, 目标明确，内容充实、活动丰富、效果良好。

教学活动的设计体现了“建构主义学习理论”。先让学生接触语言材料，在观察、体验和感知后，进行归纳和总结。通过组织学生进行交际活动，强化语法规则意识，

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逐步发展语言技能。课堂教学的过程就是学生与同伴合作探究的过程，使用英语开展交际活动，学生积极参与课堂活动，体现了“Learning by doing"的教学理念。教学目标具体明确，教学活动聚焦，因此教学重点非常突出，教学活动与教学目标的契合程度较高。设计本节课的教学活动时，教师充分挖掘和整合各种教学资源。除了精心选择图片和例句之外，还选用一段英语对话视频、两首英语歌曲、《木匠的房子》的故事、自编电影《泰坦尼克号》中男女主人翁的对话。在本节课中，教师不仅设计一系列的英语语法教学活动，而且充分发挥语言的人文性，启发学生关注和思考一些热点社会问题。例句涉及地球变暖、空气污染、开车打手机、沉迷网络游戏影响学习等问题。通过提出“从司机和吉姆身上，我们受到什么启发？”“假如你是市长/总统/联合国秘书长，你该怎么保护北极熊/抵制空气污染？”等问题，培养学生的环保意识和责任感。另一个问题“如果明天是世界末日，你将会做什么？”激发学生珍惜亲情、珍惜美好的生活。本节课教学设计体现出对学生思维能力和文化品格的培养。教学过程体现出“先学后教”的教学理念，注重培养学生的学习能力。设计的练习渗透出对学生文化品格的熏陶：《木匠的房子》的故事激发学生思考人生，学会对自己的行为负责;“假如我们中国有间隔年，我想当一名志愿者；假如我的彩票中奖了，我将把钱捐给慈善机构来帮助穷人”等例句为学生传播正能量，鼓励学生树立正确的人生观和价值观。教学素材的选择体现对中国传统文化的自信和强烈的民族自豪感。同时充分发挥多媒体课件的优势，使本节课的内容更加充实，容量更多。既贯通了所要学的知识，又拓展了课外知识，使得本节课学生在学习过程中兴趣更加浓厚 ,讨论问题热烈，课堂气氛活跃！

存在问题：在教学过程中，教师还可优化各小组之间展开竞争的活动方式，通过自评与互评的方式，来激励学生的参与意识，更能使学生体验自信与成功的乐趣，从而激发学生更大的学习激情和参与热情。今后可加大力度进一步培养学生的自主、合作与探究精神。此外，还要学会把大部分的时间让给学生，让他们真正成为课堂学习

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中的主人，真正实现新课改的理念精神。

教学有法，教无定法。不足之处还需加以改进，不断完善。教师在教学过程中应从实际出发，结合自身特点，创造性地开展教学活动，激发学生的学习兴趣，激励学生的学习信心，同时，还要注重教学方法，要重视让学生在创造性的学习活动中获得愉悦的心理体验，学生在体验中享受到了快乐，在快乐中发挥了创造性的思维能力，并最终能够将提高其自身的综合素质能力。

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