Grammar and usage(2): Unreal conditions教学设计及说课稿

译林M6 Unit3 Grammar and Usage

教学题目

M6 Unit3 Grammar and Usage: unreal conditions 教材分析

Introduction: The grammar is taken from Book6 unit3. The subjunctive mood is a very important grammar item in CEET. We also often see it in the reading texts. So if we master the grammar well, we can have a better understanding of the reading passage.

学情分析

They have learnt something about the Subjunctive Mood in junior high school, so the grammar is not strange to them.

But they are not quite familiar with the specific grammar rules, especially the ellipsis and inversion in if clauses. According to these, I set my teaching aims as follows:

教学思想

In the course of dealing with the lesson, I will make every effort to develop the core competences of learning English, making the students the real masters while the teacher acts as a director and helper. At the same time, I will encourage the students to learn in the form of individual work, pair work and group work, and learn from reading, writing, communicating and listening to the English songs to improve their corporative learning ability, and integrating skills. English songs, pictures, English testbook, Students book, a passage made by the teacher By the end of the class, students will be able to：

Master the rules of the subjunctive mood in if clauses and wish clauses

Can sum up the grammatical rules by themselves Can create their own poems using the subjunctive mood Arouse students’ interest in learning English

Lead them to be a good student and citizen by practicing the grammar in certain situations

课程资源

教学目标

1

Teaching important point: Practice the grammatical rules in if clauses and wish clauses at present and future tense 教学重点难点

Teaching difficult point: Help students have a better understanding of the ellipsis and inversion in the subjunctive mood Teaching methods: Situational teaching, Communicative teaching, Inquiry teaching, Heuristic teaching

Learning methods: Individual work , pair work and group work Teaching aids: Multi-media, Learning plan, blackboard 教法与教具

预习任务

Each student find out three sentences which contains “it”. You can find them in English testbook, songs, magazines, novels, internet…

教学过程

流程

教学活动

Let’s enjoy a micro blog

written by the famous playwright! If I had a daughter，I wish her English teacher were Feng Tang, her science teacher were Li Miao, her physics teacher were Lian Yue, her deskmate were Kong Ergou, her close friends were Yao Chen and Jiang Fangzhou; I wish her headmaster were Lu Qi before 18, and Cai Kangyong after18;I wish her first lover were Jiu Badao, and later it would be Hanhan. When she comes to thirty, she would marry master Yimaobuba. Question: What is the subjunctive mood?

Lead to the definition: The subjunctive mood is usually used to talk about the situations that are not true or not likely to become true. It shows your good wishes or dreams.

设计意图

Lead-in

用作家著名微博“if I had a daughter”导入本节课语法主题：虚拟语气。

2

一、if 条件句中的虚拟语气

1. If I were a bird now, I could fly in the sky.

2. If I had one million dollars now, I would buy the plane. 3. If I finished my work tomorrow, I would go shopping with my friends. 4. If I should have time next week, I might have a trip. 5. If he were to have time this Sunday, he would go to see you. 6. If I were you, I would study hard.

=Were I you, I would study hard. 7. If it should rain tomorrow, I would stay at home.

=Should it rain tomorrow, I would stay at home. 8. If I had finished it, I would have told you.

= Had I finished it, I would have told you. 二、wish 后宾语从句中的虚拟语气

Discover the Discovery 1: 9. I wish he were my father. rules

10. I wish I had finished my work yesterday. (individual 11. I wish I could go with him tomorrow. work and pair 例句1、2谈论的都是与

________事实相反的情况。work) 此时，if 条件句的谓语动词用_________________, 主句的谓语动词用

________________________ Discovery 2: 例句3、4、5 谈论的都是与______事实相反的情况。此时if 条件句的谓语动词用___________或___________,或___________主句的谓语动词用___________________________. Discovery 3: 例句6、7、8告诉我们：当if 条件句中有_______、_______、________时，可以省略_____, 同时把这三个词提前形成倒装，这就是虚拟语气中的省略倒装现象。

Discovery 4: 对现在进行虚拟时，wish 后的宾语从句用_____________, 对过去进行虚拟时，wish 后的宾语从句用_____________, 对将来进行虚拟时，wish 后的宾语从句用_____________。

以图片和语料的形式，让学生通过自主学习探究虚拟语气的使用规则。并通过同伴互助，自纠自查，完善知识体系。

3

Work in groups, each group can choose a situation, and make their own sentences according to the pictutres.

Situation 1: If you were one of them now, what would you do?

Situation 2: Were it the end of the world tomorrow, what would you 为学生创设语言do? 学习的情景，在语境中指导学生观察语法项目的使用场合、表达形式、基本意义和语用功能。在练习活动的设计上根据

学生的实际需求Situation 3: 和兴趣特点，围绕

If you were the fisherman, the golden fish allowed you Practice in “形式—意义—to make three wishes, what would you make?

使用”采用和设计situations I wish…

不同类型的实际(Group work) 活动，发展学生的语法意识和能力。同时通合作探究—展示交流的形式让学生在情境中运用语法，让枯

燥的语法生动有Situation 4: 趣。

If you were a translator, how would you translate the

famous monologue?

If the God ______(give) me another chance，I______(tell) the girl three words: I love her! If our love _______(have to) be set a time limit, I wish it _______ (be)10,000 years!

4

Group competition

Show time Homework 课后作业

Group competition Divide the class into several groups, and have a group competition. Listen to the song and find out the 通过“倾听经典”subjunctive mood.

A long long time ago “时政对接”等竞I can still remember how that music used to make me 赛活动在英文歌smile 曲和英文语篇中And I knew if I had my chance 寻找虚拟语气，训That I

could make those people dance 练语法知识的同And maybe they'd be happy for a while

时，提高学生的英--- American Pie 语听力水平，渗透Listen to the rhythm of the falling rain 英语文化内涵。同Telling me just what a fool I've been 时以小组竞赛的I wish that it would go and let me cry in vain

形式实现学科知And let me be alone again

---Rhythm of the Rain 识与时尚、热点的Mmmmmm, if I could melt your heart 碰撞，激发学生参Mmmmmm, we'd never be apart 与课堂活动的积Mmmmmm, give yourself to me 极性。

Mmmmmm, you hold the key

--- Frozen

Please create your own poem using the subjunctive mood in the following pattern! If I were a butterfly, I would fly to drink nectar in the 通过使用虚拟语most beautiful flowers. If I were a big tree, I would grow so tall that I could 气来创作诗歌，既touch the sky. 紧扣本单元主题If I were a …, I would …

“诗歌”又实现了If I were a …, I would …

知识的迁移创新。

But sadly I’m not, so I must make the best of life as it is!

通过用本节课创1. Update your moment with the poem you have 作的诗歌更新朋created in this class. 友圈，呼吁朋友珍2. Try to learn an English song using the subjunctive 惜现在，体现语言mood. 的交际功能，并巩

固本节课所学知识。

5

学习内容掌握情况

If clauses..present tense If clauses..future tense 教学评价

If clauses..past tense I wish…

Were /Had/Should I …

学生自我评价表

Subjunctive Mood 优

中

差

The Subjunctive Mood 一、if引导的虚拟条件句

现在 if

did/ were

would/could/should…+do 将来if

did/were

were to do

would/could/should…+do

should do 二、wish 引导的宾语从句

现在 did/ were 将来 would do 主板书

辅板书

板书设计

教学反思

新课标倡导新的英语语法教学观，即以语言运用为导向的“形式—意义—使用”三维动态语法观。语法参与传递语篇的基本意义，语法形式的选择取决于具体语言环境中所表达的语用意义，因此本节课十分注意在语境中指导学生观察语法项目的使用场合、表达形式、基本意义和语用功能。在练习活动的设计上根据学生的实际需求和兴趣特点，围绕

“形式—意义—使用”采用和设计不同类型的实际活动，发展学生的语法意识和能力。同时通合作探究—展示交流的形式让学生在情境中运用语法，让枯燥的语法生动有趣。

6