Learning about Language教学实录与评析

Book 10 Unit 4

Grammar

Subjunctive Mood ：If Unreal Conditionals

（if虚拟条件句复习）

Liu Nan

Fuyang , No 5 High School, Anhui

Teaching Objectives:

1.students of level A will be able to understand the key meaning of the unreal conditionals of the present, past or future time and identify them in the future learning.

2.Students of level B will be able to identify and analyse different usage about unreal conditionals and then use unreal conditionals of the present, past or future time to express their opinions properly.

3.Students of level C will be able to enhance their own reading and thinking abilities and the ability of using unreal conditionals in various contexts.

Teaching important points & difficult points: 1.

Help students use different types of exercises to consolidate subjunctive mood.

2.

Help students create and write their own sentences.

Teaching Methodology：

Situational Teaching Method Micro-class Teaching Method Tasked-based Language Teaching Method Cooperative Learning Method Teaching Procedures：

Step 1: Lead-in Play a micro-video (about35seconds) for the students and raise a question for them“Will the boy go shopping with the girl? Why do you think so?”They can get the answer from the sentence “If I had time, I would go with you.” which means “I have no time.”and lead to subjunctive mood. Step 2: Watching, listening and discovering 1.

Play a micro-class video of subjunctive mood, students should pay attention to the sentences using subjunctive mood. And ask students to summarize the rules of if unreal conditionals by themselves using mind-map 2.

Give students more examples about the inversion of if-unreal conditionals and let them discover and summarize the rules of inversion of if unreal conditionals. Step 3:Competitive Practice

1.Let students do the following two contextual reading. 2.Get students to do more practice using if-unreal conditionals through three different conditions in the form of gap filling contrary to the past, sentences making contrary to the present and dialogues contrary to the future. Step 4. Sentence-making relay game Let students make sentences in groups of six using subjunctive mood in if-clauses. And the sentences must be related to each other. Then act it out one after another. S1: I don't know his name.

S2: If I knew his name, I should phone him. S3: If I should phone him, he would come here. S4: If he were to come here, I could/should/would... S..: If I..., he... Step5. Poem Creating Prepare five topics about wishes and regrets in students’ life.Students of each group can choose a topic as they wish to create their own poems using subjunctive mood.

Topic1. If I could turn back time, I …

Topic2.If I had only 30 days to live, I

wouldn’t cry or complain , because it’

s of no use. I would…

Topic3.If I had not met you, I...

Topic4.I could have passed that Topic5.I could have spent a happier

examination, if …

weekend, if...

Step 6: Evaluating&Homework 1.

Students should do the self-assessment after class. 2.

Leave students a required homework- write a short passage down in the form of poem , trying to use the structures of Subjunctive Mood and an optional one -listen to the song“If I could turn back time”and appreciate the lyrics.

Part8. Blackboard Design

Subjunctive Mood (if unreal conditionals)

Teaching Reflection As the teaching is designed based on Bloom’s Taxonomy step by step.So the teaching effects are better than expected.Students' core competence like communicative skill and critical thinking skill is improved effectively. However, the levels of students are different. Some are poor in spoken English and some are shy to speak,so the teacher’s encouragement is also important for the students to feel the happiness of success. Besides, time is so limited that some students can't finish their poems accurately in class. Therefore, I should give them more help after class and outlook education needs to be permeated in the future teaching.