Grammar公开课教案

Lesson plan Book 6 Module 5

Cloning Grammar: Subjunctive I. Background information: School: Taiyuan No.5 Middle School Teacher: 王惠

(Wang Hui) Students: 55 senior high school students, Grade 2 Materials: Book6 Module 5 Cloning, Grammar: Subjunctive

By Foreign Language Teaching and Research Press (FLTRP)

Type of lesson: Grammar (Period 3) Teaching methods: Task-based Language Teaching, Situational Teaching Method Lesson duration: 40mins

Date: 8:00-8:40 a.m. Dec 23rd, 2017

Aids: blackboard, computer, multimedia

II. Teaching contents: Grammar points: Subjunctive mood

Time

Predicate verb ( in if-clause)

Had done

Did/were Predicate verb (in main clause) Would/could/should/might +do Would/could/should/might +do Would/should/could/might +do Present Past Future

III. Teaching objectives:

By the end of the lesson, students should be able to:

1)

Instructional objectives:

A) Language knowledge a) Words: Students can clarify subjunctive mood. b) Sentence patterns: Students can use these sentence patterns to talk about situations that are not true or not likely to become true using if-clause.

c) Grammar points: Students can write proper structure of subjunctive mood in if-clauses correctly.

B) Language skills

a) Speaking: 90% of the students can use the subjunctive mood in if-clauses

and sentence patterns to talk about some situations that are not true or not likely to be true.

b) Writing: students can use correct predicate verb and the structure to write a

paragraph about to translate some sentences. C)

Educational objectives

a) Students can express wishes and regret in unreal situations. b) Students can speak confidently in front of the class, they are motivated to learn and participate in the activities good for their English improvement through answering questions and taking part in discussion.

c) Students can be cooperative, willing to discuss with others. 2)

Personal objectives In class, the teacher should try to

a) Arrange the activities and time properly;

b) Let the students be interested in this class.

c) Improve the relationship with students by encouraging them and interacting with them.

d) Speak confidently and aloud.

IV. Focal points

Students can use these sentence patterns to talk about situations that are not true or

not likely to become true using if-clause.

Compared with real situations, students can express wishes and regret in unreal

situations.

V. Difficult points 1) Use the rules to convert sentences of real condition into sentences of unreal condition. 2) Use the sentence patterns to talk about wishes and regret.

VI. Teaching procedures and time allotment Stage 1 Getting students ready for learning (4mins) Step 1 Greetings (1 min)

Teacher greets students with simple communication.

Step 2 Routine task (3 mins)

One student tells 3–minute stories or news to the whole class.

Purpose: to give students a chance to speak English in front of the whole class,

help students learn to express themselves confidently, and help them form the

habit of caring about what happened around them or in the world.

Stage 2 Studying the rule (8mins) Step 1 Lead-in (2mins) 1)Listen to a song If I were a Boy and pay attention to the if-clauses in the lyrics and make students guess today’s topic. Question:

Why the singer uses “were”

instead of “was” here?

If I were a boy, I think I could understand How it feels to love a girl. I swear I’d be a better man. I’d listen to her Cause I know how it hurts When you lose the one you wanted.

Purpose: Draw students’ attention and arouse their interest in today’s topic.

2) Teacher mentions a classical Chinese story Farmer and Snake.

Purpose: Let students studying the rule by themselves from a familiar example. Guide students to use subjunctive mood to talk about some situations that are not true or not likely to be true. Make them realize that subjunctive mood is everywhere.

Stage 3 Finding the rule ( 8mins) Step1: Compare and find difference in the following sentences.

If I were a bird, I would fly high to touch the cloud.

If I have time tomorrow, I will go with you.

If I were God, I would make all the blind see the beautiful world.

If I get more information, I will tell you immediately.

If Jack had scored the goal, we would have won.

If it were to rain tomorrow, we would not go out. Step2: Clarify the sentences according to time situations. Present: Future: Past: Step2: Fill in the blanks Subjunctive mood in if-clauses. Time

Predicate verb ( in if-clause) were/did had done

did/were were to+ do should + do Predicate verb (in main clause) Would/could/should/might +do Would/could/should/might +do Would/should/could/might +do Present Past Future

Purpose: in this stage, students can observe these sentence carefully, find out the structure of the grammar, then summarize it.

Stage 3: Applying the rule (16mins) Task1: Listen to the record and fill in the blanks. If an earthquake broke out now, we_____ under our desks until the shaking stops, and then we ______ the teachers’ instruction to get out of the building. Task 2: Reading and correction Teacher presentsthe passage about Liu Xiang with grammar mistakes for students to find out and correct.

Task 3: Speaking (1)

What would you do? If you won the lottery now. Say one thing you think is the most meaningful. (2)

Translate following sentence. 如果太阳打西边出来，我就嫁给你。

(3)

Sentence chain. Make sentences in group of three by using subjunctive mood in “if-clauses”. Sentences should related to each other. Task 4: Rewriting Teacher presents some classical lines in My Own Swordsman (《武林外传》) for students to translate. Meanwhile makes students realize the ways to convert following sentences into if-clause with subjunctive mood. （1）

Tom had an car accident because he drove after drunk. （2）

I passed the exam because he help me. （3）

吕秀才：“If I am not married, my husband will never die, If my husband has not die, I will not be in such a heart-broken place. （4）

Without electricity, human life quite different today.

Purpose: in this stage, students can use the rules they have found and summarized, there are listening tasks, writing task and speak and reading tasks, which help students apply the rules well.

Stage 5: Summary and assignments (4mins) Step1: Conclusion The teacher guide students to draw a conclusion about the structure of the subjunctive mood in If-clause, and three situations. Subjunctive mood in if-clauses. Time

Predicate verb ( in if-clause)

Had done

Did/were Predicate verb (in main clause) Would/could/should/might +do Would/could/should/might +do Would/should/could/might +do Present Past Future

Purpose: review the rules of the grammar.

Step 2: Assignments Students use all the three kinds of subjunctive mood in if-clause to translate following sentences. Next class there will be a presentation for students to express their wishes and regret.

(1)

(2)

(3)

我要是你的话，我就会吧英语学好

如果你昨天来，你就会看见他

万一明天下雨，我们就不出门

Purpose: Make students practice all these three kinds of subjunctive mood in if-clause and get familiar with them.

Blackboard designing

Module 5

Cloning Grammar: Subjunctive

Lead in Studying the rule Finding the rule : ①

②

③