Grammar第一课时教学实录

Format of Lesson Planning

Background information School: Chongqing BaChuan New Senior High School

Teacher:

李

慧

Students: 31 senior high school students, Class 8, Grade 2

Time & date: 8:00-8:40 am, Friday, 7 May, 2018 Material：Grammar, Module 5 Cloing, book 6

Type of lesson: Grammar

Teaching aids:

PPT, video, chalk

Contents:

1. Main vocabulary

2. Main structure

A. If sb/sth+did/were(not)+sb/sth, sb/sth+would/could/should/might(not)do+ sb/sth. B. If sb/sth+had(not)done sb/sth, sb/sth+would/could/should/might(not)have done+ sb/sth. Objectives:

1.

Teaching objectives At the end of the class, 90% students will be able to:

1) Identify the meanings and forms of the subjunctive mood;

2) Use subjunctive mood to complete sentences;

3) Cooperate in group to make a consequences chain using subjunctive mood;

4) Write a letter to express their suggestions, wishes, assumptions and regrets.

2. Personal objectives

1) I should give appropriate guidance.

2) I should speak aloud. Focal points: 1)

Identify the meanings and forms of the subjunctive mood; 2)

Use subjunctive mood to complete sentences; 3)

Write a letter to express their suggestions, wishes, assumptions and regrets. Difficult points: 1)

Write a letter to express their suggestions, wishes, assumptions and regrets. Procedures and time allotment

Stage 1

Getting students ready for learning

(3 mins) Step 1 Greetings (Play the song If I were a boy before the class) T: Class begins. Ss: Stand up. T: Good morning, my class! Ss: Good morning, Doris. T: Sit down, please. Ss: Thank you

T: Do you like the song—if I were a boy? Ss: Yes. T: Is the singer a boy? Ss: No. T: The singer isn’t a boy. But she really wishes that she were a boy. So she use subjunctive mood in this song. Do you know subjunctive mood? Ss: 虚拟语气. T: And today we are going to learn subjunctive mood Step 2 Objectives sharing

T: Let’s see our learning objectives. 30 seconds for you. Try your best to remember them. Ss: …

T: Have you finished reading? Ss: Yes. T: This line, please. One by one. What are the objectives?

S: Identify the meaning and form of the subjunctive mood. T: Very good, thank you. S: Use subjunctive mood to complete sentences. T: Thank you, sit down, please. S: Write a letter to express wishes, suggestions, assumptions, and regrets. T: Sit down please, thank you. Please pay attention to the blue words. When you learn a new grammar, you should learn it from these three aspects—meaning, form and use. Are you clear? Ss: Yes. Stage 2 Presentation

(20mins)

Step 1 Identify the meaning in unreal present

T: I know you will be students of senior three soon. So I wrote a letter to you to give you some suggestions. Please read it together. Dear my class, begin. Ss: …

T: These are my suggestions. Let’s see this letter. Do I study in this school now? Ss: No. T: Do I meet big troubles at the moment? Ss: No.

T: Am I you? Ss: No.

T: So all the situations are contrary to the facts of …? Ss: …

T: The time? Ss: Present. T: Very good. These situations are unreal. And using the unreal situations, what do I want to express to you in this letter? Ss: Suggestions. T: Suggestions. Any other things? Ss: …

T: I wish you could do all of those. So this is …? Ss: Wish. T: Very good. Wishes. So this is the meaning of unreal present. It expresses suggestions and wishes.

Step 2 Structure presentation

T: What form do I use to express the meaning? Ss: If-clauses. T: Yes. Now, please observe these if-clauses and find out the sentence structure. Ss: …

T: What tense do the sentences use? Ss: Simple past tense. T: Very good. Who can fill in the blanks? X, please. S: If sb/sth+did/were+sb/sth, sb/sth+would/could/should/might do+ sb/sth. T: Thank you. Sit down please. Do you agree with him? Ss: Yes. T: I also agree with him. So we use were and did

in if clauses, and use madal verbs

plus the original form of verbs

in main clauses. Where should we add the negative form not? Ss: After the verbs. T: Very good. So the sentence structure is …? Ss: If sb/sth+did/were(not)+sb/sth,

sb/sth+would/could/should/might(not)do+ sb/sth. T: The sentence structure is used to talk about…? Ss: Unreal present. T: What tense does it use? Ss: Simple past tense. T: It expresses …?

Ss: People’s suggestions and wishes. Step 3 Practice

T: Not only I but also others have some suggestions and wishes to express. And let’s help them express their wishes. Please use subjunctive mood to complete sentences to help those express their suggestions and wishes. Let’s see the first one. The pig wants to be an eagle. Who wants to set an example? X, please. S: If I were an eagle, I could fly high in the blue sky. T: Thank you. Do you agree with him? Ss: Yes. T: The situation is contrary to the fact of …? Ss: Present. T: And what does it express? Ss: Wish. T: Very good, let’s see the next one. Who wants to try? X, please. S: If the sloth spoke quickly, they could get information quickly.

T: Thank you, sit down please. Do you agree with him? Ss: Yes. T: The situation is contrary to the fact of …? Ss: Present. T: And what does it express? Ss: Wish. T: Very good, let’s see the next one. Who wants to try? X, please. S: If Amy’s mom was at home, she would help Amy with her homework. T: Thank you, sit down please. Do you agree with him? Ss: No. T: Any mistake? Ss: If Amy’s mom were at home. T: Very good. In subjunctive mood, all the persons should use were. Are you clear? Ss: Yes. T: So the answer is…? Ss: If Amy’s mom were at home, she would help Amy with her homework.

T: The situation is contrary to the fact of …? Ss: Present. T: And what does it express? Ss: Wish.

T: Well done. Step 4 Identify the meaning in unreal past

T: These are wishes for present. Do you have wishes for past sometimes? Ss: Yes. T: I have wishes for past. And I want to change my past. But can we do that in reality? Ss: No. T: But we can do it using our words. And I did it. I wrote a letter to little Teresa who is my past. Please read it together.

Ss: …

T: Did I choose science? Ss: Yes.

T: Could I be admitted in to a better university? Ss: No. T: Did I misunderstand my friend? Ss: Yes. T: Did I care my parents enough in the past? Ss: No. T: So all the assumptions are not true and is not likely to become true because I cannot return to my past. So the situations are contrary to the facts of …? Ss: Past. T: Very good. These situations are unreal. And using the unreal past situations, what do I want to express in this letter?

Ss: Regrets. T: Very good. Regrets and assumptions. So this is the meaning of unreal past. It expresses regrets and assumptions. Step 5 Structure presentation

T: What form do I use to express the meaning? Ss: If-clauses. T: Yes. Now, please observe these if-clauses and find out the sentence structure. Ss: …

T: What tense do the sentences use? Ss: Past perfect tense. T: Very good. Who can fill in the blanks? X, please. S: If sb/sth had done sb/sth, sb/sth would/could/should/might have done sb/sth. T: Thank you. Sit down please. Do you agree with him? Ss: Yes. T: I also agree with him. So we use had done in if clauses, and use madal verbs plus have done in main clauses. Where should we add the negative form not? Ss: After the verbs. T: Which verb? Ss: The first verb. T: Very good. So the sentence structure is …? Ss: If sb/sth+had (not) done+sb/sth,

sb/sth+would/could/should/might(not) have done+ sb/sth. T: The sentence structure is used to talk about…? Ss: Unreal past. T: What tense does it use? Ss: Past perfect tense. T: It expresses …?

Ss: People’s assumptions and regrets. Step 6 Practice

T: Not only I but also others are regretful for past. And let’s help them express their regrets. Please use subjunctive mood to complete sentences to help those express their regrets. Let’s see the first one. Who wants to try? X, please. S: If he hadn’t stayed up late last night, he would not have been sleepy in class. T: Thank you. Do you agree with her? Ss: Yes. T: The situation is contrary to the fact of …? Ss: Pstt. T: And what does it express? Ss: Regret. T: Very good, let’s see the next one. Who wants to try? X, please. S: If Jack had not chased Rose at her heel, he would not have run into a tree.

T: Thank you, sit down please. Do you agree with her? Ss: Yes. T: The situation is contrary to the fact of …?

Ss: Past. T: And what does it express? Ss: regret. T: Very good, let’s see the next one. Who wants to try? X, please. S: If he had driven carefully, he would have not caused the car accident. T: Thank you, sit down please. Do you agree with him? Ss: No. T: Any mistake? Ss: Would not have caused the car accident. T: Very good. We should use not after the first verb. So the answer is…? Ss: If he had driven carefully, he would not have caused the car accident. T: The situation is contrary to the fact of …? Ss: Past. T: And what does it express? Ss: Regret. T: Well done. Step 7 Summarize the rule

T: Let’s do a quick summary about the two situations in subjunctive mood. T: What is the function of subjunctive mood? Ss: Subjunctive mood is used to talk about the situations that are not true or not likely to become true. T: For unreal present, it expresses …? Ss: Wishes and suggestions. T: Its sentence structure is …? Ss:Ifsb/sth+did/were(not)+sb/sth, sb/sth+would/could/should/might(not)do+ sb/sth.

T: And for be verbs, all person should use …? Ss: Were. T: For unreal past, it expresses…? Ss: Assumptions and regrets. T: Its sentence structure is…? Ss:Ifsb/sth+had(not)donesb/sth, sb/sth+would/could/should/might(not)have done+ sb/sth.

T: For negative form, it should add …? Ss: After the first verb. T: Very good. Stage 3 Practice

(5 mins) Task 1 Make a consequences chain in group of 4

T: Let’s do more practice. This time we are going to make a consequences chain in group of 4. Do you know this rule? Ss: No. T: Here is an example. This line, please. Read them one by one. S: If I were a ray of breeze, I would blow away all the dark clouds. S:

If I blew away all the dark clouds, there would be no rainy days. S: If there were no rainy days, we could always enjoy the sunshine.

T: Now, do you understand it? Ss: Yes. T: Very good. The groups in the left side use unreal present. The groups I right side use unreal past. Are you clear? Ss: Yes.

T: 3 minutes, go. Ss: …

T: Time’s up. Which group wants to share? This group, please. Other group listen carefully and see if them make mistakes. S: …

S: …

S: …

S: …

T: Thank you, sit down. Please. Do they use it correctly? Ss: Yes. T: Give them a big hand. And I think their consequences chain is interesting. Any other group? X, your group, please. S: …

S: …

S: …

S: …

T: Thank you, sit down please. How do you think their chain? Ss: Good. T: Give them a big hand. Stage 4 Production

(8 mins)

Task 1 Write your own letter

T: Form your chain, I can see you have many wishes and regrets to express. Here is an opportunity for you. Please write a letter to whoever you want. You can express suggestions, assumptions, wishes and regrets. You should at least 3 sentences using subjunctive mood in your letter. Here is an example for you. Please read it together. Ss:…

T: Are you clear? Ss: Yes. T: 5 minutes for you. Ss: …

T: Time’s up. Who wants to share your letter with us? X, please. S: …

T: Thank you. How do you think of her letter?

Ss: Good. T: What does she want to express? Ss: Wishes. T: Give her a big hand. Anyone else wants to share? X, please. S: …

T: Thank you. How do you think of his letter?

Ss: Good. T: What does he want to express? Ss: Regrets. T: He is regretful for his excellence. But I want to tell you. It’s nothing matter with your excellence. It’s your attitude which affects your feelings.

Stage 5 Summing up & self-check

(3 mins)

T: Let’s do a quick summary about the class. What do we learn in this class? Ss: Subjunctive mood. T: What is the function of subjunctive mood? Ss: Subjunctive mood is used to talk about the situations that are not true or not likely to become true. T: For unreal present, it expresses …? Ss: Wishes and suggestions. T: Its sentence structure is …? Ss:Ifsb/sth+did/were(not)+sb/sth, sb/sth+would/could/should/might(not)do+ sb/sth.

T: And for be verbs, all person should use …? Ss: Were. T: For unreal past, it expresses…? Ss: Assumptions and regrets. T: Its sentence structure is…? Ss:Ifsb/sth+had(not)donesb/sth, sb/sth+would/could/should/might(not)have done+ sb/sth. T: For negative form, it should add …? Ss: After the first verb. T: Very good. T: For this class, let’s do a self-check. Do you perform well in this class? Ss: Yes.

T: Let’s see how many stars you get. Ss: 3. T: That means you did a good job. Give yourself a big hand. Stage 6 Assigning homework

(1 mins)

T: That’s all for today. And here is your homework. 1. Finish the letter and revise it.

2. Review the subjunctive mood. T: Class is over, see you.