Learning about Language获奖说课稿

Book6 Unit 1 Art

the Subjunctive Mood —Period 4 Grammar Knowledge and skills 1 to get the students to know the structure of the subjunctive mood. 2.to let the students learn the usages of the subjunctive mood. ．

3. to enable the students to use the subjunctive mood correctly and properly. ．

Process and methods by and usages of subjunctive mood to discover the structure ask the students to ．

1 comparing a lot of example sentences. 2to ask the students to make a conclusion of the usage of the subjunctive mood. ．

to ask the students to do some exercise to master the

subjunctive mood. ．

3 to ask the students to summarize the usage of the subjunctive mood. ．

4 to ask the students to do some other additional exercises for consolidation. ．

attitude and value Emotion 1.to get the students to become interested in grammar learning. ． 2.to develop the students' ability of comparing and summarizing. ． 3.to encourage the student to fight for their dreams. ．

教学重点、难点 1.to get the students to master the structure and usages of the subjunctive mood. ．

2.to enable the students to learn how to use the subjunctive mood correctly. ．

教学过程 Step 1 greeting and lead in

. ”If I were a boy“Enjoy an English song ．

1

”If you were a boy, what would you do?“Ask the students ．

2

Lead to the definition of subjunctive mood. ．

3

”的英文歌，引出本节课的if I were a boy通过让学生欣赏一首名为“设计意图：

If you were a boy, what would you “问几个女同学听完歌之后，。“虚拟语气”主题。然后让学生”I am a boy。最后故意提问一个男同学，男同学可能会回答“”do?分析，的区别，引出虚拟语气具体概念和非真实条I am a boy 和If I were a boy 件句。 reading and discovering 1

Step 2 following the study to students the Ask ▲the summarize to try and sentences

structure of the subjunctive mood. 条件句中的用法if 虚拟语气在

1. If we had time now, we should read it again. 2. If I were you, I would try it again. 3. If l had a lot of money, I would buy a expensive car. If he had driven more carefully, he wouldn’t have had the car accident yesterday.4. 5. If he had worked hard, he would have passed the exam.

6. If it rained tomorrow, we would not go camping. 7. If it were to rain tomorrow, we would not go camping.

8. If it should rain tomorrow, we would not go camping. try to help the students draw the following conclusions. ▲ 条件句中的用法if 虚拟语气在 主

句的谓语形式

从句的谓语形式If

条件从句 现在) 原. (would/could/should/might +V

(were) 过去时 (were) 过去时1.

) 原. (would/could/should/might +V 将来) 原.(2. should+ V 3. were to do 过去 would/could/should/might + have done had done practice ▲

：ask students to do the following exercises 1. If he (follow) my advice, ( not lost) his job. he (come) late tomorrow, who would take her place. 2. If Miss Green 3. Sorry, I am too busy now. If I (have) time, (go) out with you I 设计意图：通过设计呈现不同时间的条件虚拟句，让学生去观察发现语法规则，引导学生加以归纳总结虚拟语气在条件句中的用法，然后让学生完成表格，if 使知识系统化，便于理解。最后做一些练习加深理解。

reading and discovering 2

step 3 the summarize to try and sentences following the study to students the Ask ▲ structure of the subjunctive mood. 后的宾语从句Wish I wish I were taller.

• I wish I had more time.

•

I wish I had seen the film last night.

• yesterday.

I wish you hadn’t told me all this • I wish I could go to shanghai tomorrow.

• 2

He wishes he would become a film star someday.

•

try to help the students draw the following conclusions. ▲ ）did/ were（

现在：过去时 宾语从句+ 1.wish ）had done过去：过去完成时（ 原would/ could + V 将来： practice ▲ ：ask students to do the following exercises 1. I wish I

(be) a bird.

2. I wish I (not make) such a mistake. (not punish) us. 3. We wish our parents 通过设计呈现不同时间的条件虚拟句，让学生去观察发现语法规则，设计意图：然后引导学生加以归纳总结

宾语从句的用法。最后做一些练习加深理解。wish+

Step4 summary

try to help the students make a summary of the usage of subjunctive mood. And keep

the rules in mind. 条件句中的用法if 虚拟语气在1. 主句的谓语形式

从句的谓语形式If

条件从句

) 原. ( 现在would/could/should/might +V (were) 过去时 (were) 过去时1. ) 原. (would/could/should/might +V 将来) 原.(2. should+ V

3. were to do

过去 would/could/should/might + have done had done 后的宾语从句2. Wish ）did/ were（

现在：过去

时 ）had done过去：过去完成时（ 宾语从句+ 1.wish 原would/ could + V 将来： 设计意图：然后再一次总结深化。把刚才总结归纳出来的虚拟语气的语法规则，接下来给学生几分钟时间的把这告诉学生英语学习中这些语法规则是很重要的， 些规则记在脑袋里面，为下面的抢红包活动做铺垫。 practice and improving Step 5 ) 抢红包1. (snatch the red envelop and then finish the task link to the envelop. Anyone ，let students chose an envelop who gives the correct answer first will have a chance to get a foreign currency. Task 1 fill in the blank 3

him about it. (see, ask) him yesterday I 1. If I 2. I wish I ____________( attend) the meeting last week. Task2 correct the sentences 1. If I was

you, I would run faster. 2. I know nothing about the film. If I knew about it, I will tell you. 3. If I live near my office, I would walk to work.

Task3 translate the sentences I wish we could download happiness off the internet.

1. 2. I wish I the bath water stayed really hot forever.

Task4. fill in the blank

1. I wish I (be) better looking. 2. I wish you (go) with us tomorrow. 3. He wished he ___________________(not fall) in love with her before. Task5. read the poem to the class 如果我要恋爱 If I were to fall in love

• 那个人一定是你It would have to be with you

• 你的眼睛，你的微笑Your eyes, your smile

•

你笑的样子The way you laugh

• 你的所说所为The things you say and do

•

Take me to the places my heart never

knew

•

带我进入一个我心从未知道的地方 所以，如果我恋爱了，So, if I were to fall in love,

• 那个人一定是你。It would have to be with you.

• Task 6. make dialogues

the manager should become /were to become/became What would you do, if you

tomorrow?

Example:

A1: What would you do if you should become the manager tomorrow?

B1: If I should become the manger tomorrow, I would hire good cooks. 每一个练习任务我设计成了现在非常流行的抢红包形式。6本环节的设计意图：就有机会从能够最先举手回答出正确答案的学生，红包都链接到一个练习任务，。活动是这样的，先由）……我手上抽取一张纸币（越南盾，泰铢，港币，美元留给相应的时间给学生思考做然后链接到相应的题目，学生任意选择一个红包，题。时间

到后，最先举手回答正确的同学，就可以抽取一张纸币。这个环节不仅而且非常刺激，学生参与度高，几乎是达可以让学生巩固之前学习的虚拟语气，到整节课的高潮。而且这些练习里面包含有填空，改错，朗读，翻译，对话，使

学生在听说读写译各个方面都得到了一定的锻炼。 Task 7: If you had a lot of money, what would you do?

Would you like to help those in need? 可能有的老师就会认为，给学生发纸币这样一节课的代价也太大了。设计意图：大在学生抢完红包之后，而这个环节的设计能够巧妙地收回之前发出去的纸币。

If you had a lot of money, what would you “我就问学生此时，家都沉浸在兴奋中。，再”Would you like to help those in need?”？然后提问几个学生。然后再问“do? 4

上展示一张儿童需要帮组的图片，问学生愿不愿

意帮助他们，此时学生基ppt在。然后，让刚才拿到纸币的同学站起来，再从讲台底下拿出”yes本上都会回答“借机把刚才发出去的纸币收回来。这个环节出乎意料，又在情理之一个捐款箱， If you want to have a lot of money, you can study hard, and 可以鼓励学生：此时，中。 do to want you If for it! just fight you have a dream, If the future. make money in

这样便可以对本节课进行情感上的升华。something, just do it! homework step 6 review the structure and write a composition . 培养学生灵活提高巩固语法知识，通过让学生完成课后布置的作文，设计意图：

运用虚拟语气的写作能力，全面提高学生的综合语言运用能力。 reflection after teaching step 7我们最好不要直接开门见我觉得在呈现一个新的语法的时候，对于语法课，

最好的方然后再引导学生进行操练。山的介绍语法规则，然后让学生理解记忆，等到了一定的程度之后再式应该是让学生在不知不觉中感受语法的形式和用法，引导学生根据自己的观察发现，然后老师在对这些语法总结出相应的语法规则。

规则进行进一步的总结，操练和明确。学生能够在通过这节语法教学课，而这节语法课就是遵循这样的教学方法，老师的指导下积极参与到语法知识的学习中，了解并掌握了虚拟语气的语法规完成了则，并且能够灵活运用这些语法规则完成相应的练习，表达自己的观点，教学任务，达到了教学目的。