Learning about Language第一课时导学案

教学设计

设计老师：茂名市第十七中学

吴冬梅

教学班级：高二（25）班

课程名称：The Subjunctive Mood 教材名称：New Senior English For China Student’s Book 6 教材版本：人教版

授课时间：2017-11-28 （一）

学生分析

高二学生通过义务教育阶段和高一的学习，已经对英语有了一定的感性认识，并积累了一定的语言材料。本人执教的班级为文科次重点班，学生的英语程度参差不齐，习惯了被动接受教学知识，学习无计划；上课忙于做笔记，用英语思维的能力及综合运用英语的能力差。他们对语法知识的系统学习有较强烈的要求，但又不太喜欢老师喋喋不休。他们喜欢探究型、合作型的学习。

在学习本课前，学生已经接触过虚拟语气（suggest\order…+宾从）,部分学生能辨认虚拟从句, 但对这个语法没有系统的学习. 学生处于一种较为散漫的状态,课堂参与视兴趣而定。因此，本人注重抓住学生的兴趣，让学生主动参与课堂的活动，培养其自主的学习能力。

（二）

教材分析

本节教材的内容是人民出版社出版的选修六unit 1 &unit 2 的语法项目——虚拟语气（If 虚拟条件句以及wish的宾语从句）。语言目标

由两部分组成

1）Be able to talk about imaginary situation after the samples

2)

Know the structures of the Subjunctive Mood

课前学生已经学习了含有该语法项目的文章“A Short History Of Western Painting”。文中出现的虚拟条件从句与本节内容联系密切。本节课旨在指导学生对选修六第一、二单元的语法进行系统归纳。整节课分四步走：第一、用源于生活的影片自然引入教学内容，激发学生学习的兴趣。第二、呈现句子，让学生发现规律，并引导其归纳。第三、练习巩固，合作讨论。第四、模拟情景，让学生在用语言交际中输出。

（三）

教学目标

语言学习的最终目标是运用，因此本节的核心目标是：学生能在听、说、读、写的各种语言综合实践中熟练运用虚拟语气。学生具体的学习目标如下：

语言知识目标：了解虚拟语气，学会使用相关的虚拟语气句型，并能在语篇练习中运用虚拟语气。

语言技能目标：能在具体的语言实践中灵活运用虚拟语气，表达实现的可能性不大或不可能实现的愿望，表达与事实相反的假设。

文化意识目标：激发学生学习英语文化的兴趣，拓宽视野，了解英语国家社会的各个方面，培养世界意识。

情感态度目标：通过用源于生活的影片导入，激发学生对英语学习的兴趣；通过已编排的句子引导学生发现、归纳语法规律；强化小组活动中互助与共享的意识。

学习策略目标

注重引导学生发现规律，对所学语法知识进行系统整理和归纳。

教学重难点

如何在具体的语言实践中正确使用虚拟语气。

（四）

教学策略

a.教学方法：以学生为主体的发现学习和合作学习，采用任务型教学途径。高中生喜欢在讨论中交流观点学习。合作学习为各个层次的学生创造机会用英语进行真实交际。发现学习能帮助学生形成有效学习策略，学会总结所接触语言材料中的语言规律并加以运用。

b.教学辅助手段：多媒体计算机、课件

课件使用增强教学的直观性，使教学步骤紧凑，信息量充足

c.课前准备材料: 1)制作PowerPoint

2) 下载视频（大话西游2-4分钟视频）以及图片

3）要求学生预习本节课内容（P86）

（五）教学流程表

导入

综合运用

练习运用

发现规律

练习巩固

呈现

发现规律

小结

布置作业

教学流程图

(六) 教学过程

Teaching procedures: Step 1 Leading in the grammar

Show students a video and get them to focus on the classic sentence in the film. T: Now let’s appreciate the video and then try to translate the famous sentence.(如果上天能够给我一个再来一次的机会，我会对那个女孩说三个字：我爱你) S: If God can give me a chance, I will speak three words to the girl: I love you …

T: Show another picture of Titanic and get students to take the place of Jack to express his feelings to Rose.（如果Jack没有登上泰坦尼克号，他就不会与Rose 相遇了。）

S: If Jack wasn’t on board Titanic, Jack didn’t meet Rose. Then show students the correct answers. ①

If God should give me another chance, I will say three words to the girl: I love you. ②

If Jack hadn’t been on board Titanic, Jack would not have met Rose. (目的：组织教学，激发学习兴趣。通过观看《大话西游》片段和《Titanic》图片，教师呈现虚拟语气句子，为下面做好铺垫)

Step 2 Approaching and presenting the grammar. Show students three pictures and get them to discuss in group. Suppose three different conditions of past, present, and future, make some sentences.

①

Yesterday we had an English test. If I had been more careful I would have got a high mark.

②

If I were at home now, I would help my parents with housework.

③

If he should go to Qing Hua University, he would make full use of his time.

（通过设置情景，呈现不同时间的虚拟条件句，让学生注意发现语法规则，总结不同时间与事实相反的虚拟条件句式特点）

Step 3 Concluding the grammar Get students to fill in the form according to the sentences above and summarize the grammar.

与现在事实相反

与过去事实相反

与将来事实相反

e （目的：让学生观察语言现象，分组讨论总结规律，呈现在表格，使知识系统化，更易掌握）

Step 4 Learn the other subjunctive structure. 从句

were\did had done 主句

would…+do would…+have done did\were to do\should do would…+do

Get students to talk about their wishes (some are unlikely to be achieved )

Examples: ①

I wish I were a bird. ②

I wish I had swings. ③

I wish I lived a carefree life. ④

I wish I could fly freely in the sky.

现在: did/were ……

Conclude the grammar: wish +宾从

将来：would…+do (通过发现，归纳并运用到实际操练中去) Step 5 Consolidating and practicing. Show some exercises to students and get them to finish and then check answers with the group members. If he ___ ____(come)here tomorrow, I ____ ____ (talk) to him. I wish I _____(be) a boy. If he ___ ____(take) my advice, he ____ _____ ____ ____(not make) a mistake. If there______ (be)no air, people ____ _____(die). ……

(通过练习、讲解、辨析，了解学生理解和学习的程度，分析学习中存在的问题和误区) 过去：had done

Step 6 Understanding and applying the grammar. Show the material to students and get them to discuss and then answer the questions.

Poor Michael

Michael was excited to meet his girlfriend, Jenny, who first agreed to date with him. But he didn’t wake up until ten o’clock. He missed the bus because he overslept. Michael tried to phone Jenny but his mobile phone didn’t work. Poor Michael forgot to charge his phone the previous night. Jenny waited for an hour in the cold wind and left unhappily. The next day, Michael made several phone calls to Jenny, but she refused to answer. How poor Michael was! If you were Michael, what would you have done?(过去) If you were Michael, what would you do now?(现在) What would have happened if Michael had charged his phone? Examples:

If I were Michael, I would set an alarm clock.

If I were Michael, I would try to get in touch with Jenny and

Apologize to her.

If Michael had charged his phone, he would have contacted Jenney at that time.

(通过模拟情景，切身体会Michael的各种不幸，让学生发挥联想，学以致用，且灵活使用学过的虚拟句式表达自己的观点和想法，达到

交际目的，使输入的语法知识内化为语言能力) Step 7 listen to a song and try to fill in the blanks.

Sometimes I wish I ______ an angel. Sometimes I wish I ______ you. (让学生边听一首含有wish宾语从句的歌曲

an angel 边填歌词，欢快地结束本课) Step 8 Homework

Finish the subjunctive exercises in the book and make up a story using some subjunctive sentences. (七) 教学反思

本节课依据《英语新课程标准》的理念，从运用的角度出发，从帮助学生形成有效的学习策略的角度出发，设计各个环节。整节课以学生为主体，教师指导学生通过观察、体验、探究、合作等积极主动的学习方式，发现语言规律并运用到各种语言活动中。

通过设计这节语法课，我深刻体会到引导鼓励学生自主去学习的好处。设计具体的任务让学生在交际中学习语法，可以把语法课上好，上活。