Grammar and usage(2): Unreal conditions优质公开课教案

Module 6 Unit 3

The Subjunctive Mood教学设计

耒阳一中

刘梦姣

一、教材内容分析

牛津英语高二第六模块第三、四单元语法项目是虚拟语气，通过教材设计的练习，学生已经理解虚拟语气所表达的含义，并能初步运用有虚拟语气的句子来描述愿望，在此基础上，在这节复习课中，笔者鼓励学生探究性学习，笔者设计情景，让学生描述，自己归纳出虚拟语气的结构和用法，这样既可以学习掌握虚拟语气，又可训练学生的思维。

二、教学目标

1.

知识与能力目标：让学生了解并掌握虚拟语气的语法规则，解决相关练

习题并在具体语言环境中灵活使用。

2.

过程与方法目标：教师讲解与学生自主学习相结合，语法练习与语法实

践活动相结合，让学生在使用中掌握虚拟语气。

3.

情感态度价值观目标：培养学生自主学习与探究能力，增强学生合作意

识，提高学生的语言分析能力和正确表达自己观点的能力。

三、学情分析

本节课是面向高二的学生，大部分学生的英语基础知识很拨冗，词汇匮乏，导致学生听不懂、读不懂。在这种情况下，笔者的课堂用语要尽量使用简单句。设计的虚拟语气情景造句有吸引力，并对学生的表现给予肯定和鼓励，以使学生保持学习英语的兴趣，这样才有可能让学生学会、会学、乐学。

四、教学重难点

1.

教学重点：了解和掌握虚拟语气语法项目的两个概念。

2.

教学难点：能够运用此语法规则完成各种情景训练，并在实际语言活动

中灵活运用。

五、教学方法

1.

教法：以学生为主体，情景式教学

2.

学法：自主学习、合作学习、探究式学习

3.

教学手段：多媒体辅助教学

六、教学过程：

Step I：Lead-in 1.

Before the class, divide the students into three groups.

2.

Give a cap to one student, ask him: if you were a soldier, what would you do? 3.

Give another student a hat of a doctor, ask: if you were a doctor, what would you do? Then introduce the definition of “The Subjunctive Mood”.

1

设计意图：利用实物去给学生角色代入，吸引学生的注意力，让学生参与进来，激发学生的学习兴趣。同时引导自己说出if条件句的句子，引出主题。

Step II: Presentation 1.

First, ask the students to listen to the song“if I were a boy”,find the rules in the sentence. Then do the exercise below.

(1)If I _____ (be) a man, I ________ (give) up smoking.

(2)If I _____ (sell) a match today, I ________(go) home now. 2.

Then watch the short video and then summarize the rules. After that, do the exercises below. (1)If she ____________(follow) the teacher’s advice, she ___________(not fail) the exam. (2)If I _____________(not come) to the beautiful school in Qidong, I _______________(meet) such lovely students. 3.

Give the students two pictures and help then make the sentences. Then conclude

the last rule. Do the exercises below. (1)If__________________________________________(become) a human being

tomorrow, I ___________(be)the happiest girl in the world. (2)If he _________ (get) two rabbits tomorrow, he _________(have)another

big meal.

4.

Summarize all the rules.

If虚拟条件句

If 从句

现在

过去

将来

主句

did/were

had done

did/ were should do were to do would/could/should/might do

would/could/should/might have done

would/could/should/might do

设计意图：老师没有主动讲语法，而是让学生自己去发现探索其运用规律，并引导学生去探索好的记忆规律，有利于培养学生的观察和思考能力。同时通过加粗语法规律的不同处帮助学生记忆语法规则。

Step III：Practice Show the video of the film “Titannic”, and ask the students to imagine different endings of the story using the Subjunctive Mood. The students will be divided into 3 groups to discuss. And then act the scene out. Rose: Jack, it’s so nice to see you here. If I ___________ ( not board) the ship, I wouldn’t have the chance to meet you! Jack: I have the same feeling. However, if the captain had been more careful, the ship____

2

(not hit) the iceberg. Rose: Yeah, if we ________(be) alive now, I __________(marry) you. Jack: And if we _____(be) married, we ________(live) a happy life in the future. Rose: That’s the life I am always dreaming of. If we _____(have) a child now, we __________(tell) him our love story.

Jack:

Rose , although I am not with you , you should take good care of yourself. I love you forever.

设计意图：让学生在电影场景中自由发挥所学的知识，使学生的兴趣到达高潮，可以极大地培养学生的创造性、合作与探究的能力。

Step IV：Summary & HomeworkAfter the students’ work, lead them to agree that life is weak and short and we should treasure the people around us and work for our dreams!

设计意图：由学生的创造活动引向情感升华，使学生们通过本课堂的体验领悟到生命的脆弱与短暂，呼吁学生们珍惜身边的人并为梦想奋斗。

Homework: 1. If the world-war broke out again, what ___________(happen) to our people on

earth? 2. What _____________(happen) if you ______________(get up) too late

tomorrow? 3. If I ___________ (meet) you yesterday, we _____________(go) to the concert together. 4. They might have found a better hotel if they _________(drive) a few more kilometers. 5. This printer is of good quality. If it ____ break down within the first year, we would repair it at our expense.

A. would

B. should

C. could

D. might 6. Had they known what was coming next, they _______ ________(have)second thoughts. 7. They must have arrived at lunchtime if their flight hadn’t been delayed. (改错)

设计意图：家庭作业设计的全部是历年高考题，通过完成课后作业，巩固语法知识，联系高考，以培养学生综合语言运用能力。

板书设计：

M6U1 The Subjunctive Mood

If 从句

主句

现在

过去

将来

did/were had done did/ were should do were to do would/could/should/might do would/could/should/might have done would/could/should/might do

3

七、教学评价与反思

该课的主题就是“情景教学”。全程以情景导入，以情景展示知识，又以情景检测，题材涉及电影、有趣的图片，内容比较多，创设有趣而吸引人的情景，课堂中能保持学生的注意力与调动学生的积极性。在教与学的过程中，不仅练习了听、说、写的技能，而且学生的观察、分析、归纳、合作、创造等能力得到了培养。但可能内容难度有点高，对于基础知识薄弱的同学可能会有点吃力。

4