Grammar and usage(2): Unreal conditions优质课一等奖

Teaching Plan The Subjunctive Mood in if-clauses

Unreal Conditions

He Yuanjiang

Analysis of the students: This class is aimed at the second year students in senior high school. The students of the age gradually become calm, silent and are willing to show themselves. Some of them find it difficult to express themselves in fluent English. In the teaching design, various class organization forms should be adopted to more mobilize the students’

enthusiasm in learning boring grammar. That’s why it may be difficult for the teacher to get the students to fully participate in in-class tasks. Therefore, how to help students to express themselves and how to design some appealing tasks to arouse their interests are of great importance.

Thoughts on the design: According to the characteristics of the senior high school, English teaching mainly stimulates students’ interest in learning English and cultivate the student’s good habits of language learning. The teacher should gradually improve the students’ thinking ability in English to lay a good foundation for their English learning through practice of per sexual experience, participating in, strategy adjustment and cooperation. At last we achieve the emotional goal of the students’

sense of success, form a positive learning attitude and improve the ability to use English.

I. Teaching Objectives

1. Language Objectives

Important words and phrases: The Subjunctive Mood, formal language 2. Ability Objectives Study how to use the the Subjunctive Mood of unreal conditions

3. Emotional Objectives Achieve the emotional goal of the students’

sense of success, and have the students form a positive learning attitude and a positive life attitude.

II. Important Points

Help the students to learn the Grammar: the Subjunctive Mood of unreal conditions.

III. Difficult Points

Help the students to know how to use the the Subjunctive Mood of unreal conditions correctly.

IV. Teaching Methods

1.Task-based teaching method; 2.Pair work; 3.Group group;

4.Conclusive method

Teaching Aids: chalks ,a projector and some slides，a computer

V. Teaching Procedures Step1 Greetings and Lead-in

1.

Greetings

2.

Show a song related to the Subjunctive Mood of unreal conditions to lead in the topic of the class. 3.

Some useful expressions related to the class: the Subjunctive Mood, formal language Design intention: A good beginning is half done. Carrying out warm-up activities is beneficial to creating a harmonious and close atmosphere and actively knowledge seeking, enabling students to devote themselves to learning with an active and focused mind and better accomplish the teaching tasks.

Step2 Exploration Presentation 1.

Present some sentences to let the students to understand the real facts and the unreal condition to present the basic form of the Subjunctive Mood of unreal conditions and then have the students understand the basic definition of the Subjunctive Mood. 2.

Conclude the usages of the Subjunctive Mood of unreal conditions with the students. Finding 1 1.Have the student get into a condition where Tom had a car accident yesterday because he get drunk. Then the teacher expresses the regretful past. 2.Let the students find the rules of the predicate verbs to express the regretful past. 3.Have the students complete the story of the farmer and the snake using the Subjunctive Mood. 4.Help the students conclude the rules of the regretful past.

Finding 2 1.Have the student help the teacher to choose the car. Then show the unreal present in the Subjunctive Mood.

2.Let the students find the rules of the predicate verbs to express the unreal present. 3.Have the students read a dialogue between a son and his dad ,paying attention to the sentence in the Subjunctive Mood. Then ask “what can we infer from the dialogue?”. 4.Help the students conclude the rules of the unreal present.

Finding 3 1.Have the student recall a classic movie’s line expressing the imaginary future.

2.Let the students find the rules of the predicate verbs to express the imaginary future. 3.Have the students help the teacher to expess the great dreams to helping others. At the same time to help students to treasure the life, form a positive life attitude. 4.Help the students conclude the rules of the imaginary future.

Design intention: Guide students to think and discuss the form and usage of the Subjunctive Mood of unreal conditions. By means of group discussion, students can think about their understanding and experience of the form and usage of the Subjunctive Mood of unreal conditions in a democratic atmosphere, develop the ability to communicate and cooperate with others, and exercise their analytical ability. Through the supplement of teachers and the exchange of students' existing knowledge, students can master the form and usage of the Subjunctive Mood. Of course it can help lead students to think further and transform the language knowledge ability into practical application ability.

Step 3 Consolidation and Show 1.

Ask the students to do a group work of the sentence chain, using the subjunctive mood. 2.

Ask students to show in groups.

Design intention: Help students to think further and transform the language knowledge ability into practical application ability.

Step 4 Summary 1.

Ask students to summarize what they have learned today. 2.

Help the students to summarize. 3.

Praise the students for their hard work and their encouragement.

4.

Tell the students “Life is wonderful. Let’s treasure it.”

Design intention: 1. Summary is to further summarize and sublimate the learned content ; 2. Teachers' questions induce students to form a framework of overall thinking and knowledge, and trigger students' thinking on the usages of The Subjunctive Mood of unreal conditions.; 3. This part mainly focuses on students' recall and review, so as to deepen students' understanding of the content, review and consolidate knowledge, and check students' mastery. Of course it can consolidate the emotional goals; 4. Teachers should supplement and sublimate their emotional attitudes and values. At the same time, it can check the weak links of students so as to adjust the teaching method in the next class. Teaching form:

students summarize knowledge →teachers carry out necessary supplement →sublimation of emotional attitude and values.

Step 5 Homework Fill in the blank: 美文欣赏

如果我是上帝，我将拥有一切；

如果我见过上帝，我一定已经与他交朋友了；

如果有一天我能见到上帝，我会告诉他我的梦想。

我希望我能见到阿波罗，因为我热爱阳光；

我希望我能见到丘比特，因为爱情是最美丽的。

但是我不可能遇见上帝，

所以更重要的是还是要努力学习。

God and I If I _____ God, I _____ everything;

If I _____ God, I _____

friends with him;

If I _____ God one day, I _____ him my dream.

I wish I _____ Apollo[ə'pɒləʊ] because I love sunlight.

I wish I _____ Cupid['kjʊpɪd] because love is the most beautiful thing.

But I _____ God. So it is most important that we _____.

Design intention: 1. Consolidate after class according to the teaching content and improve students' communicative awareness; 2. The homework will be shared with everyone in the next class. This kind of homework can guide students to actively expand their imagination, face the study life and actively consolidate the knowledge they have learned.

Blackboard Design

if引导的虚拟语气

if从句

主句

过去

had done

w/s/c/m have done 现在

did/were

w/s/c/m do

1. were to do 将来

2. did/were

w/s/c/m do

3. should do