Grammar国家优质课一等奖

Teaching Design of the Subjunctive Mood [Teaching aims]

1. Let the students grasp the subjunctive mood and the rules of it.

2. Enable the students to finish the exercises correctly after leaning it.

[Emotional aims]

1.

Arouse the students' interest in learning this grammar. 2.

Make them realize the importance of learning the subjunctive mood. [Teaching key points & important points]

1. Get the students to learn to use the subjunctive and its rules. 2. How to let the students finish all kinds of exercises correctly after it. [Teaching methods] Task-based teaching, individual and cooperative

learning and practice. [Teaching aids] A multiple-media computer

[Teaching procedures]

Step I Leading-in

Let the students appreciate a song about the subjunctive mood. If ________ a butterfly ,

______you lord for giving me wings，

If_________ a robin in tree, ________

you lord that I could sing，

If________ a fish in the sea, _______my tail and______

with glee

But I just thank you father for making me,me, For you gave me a heart and you gave me a smile，You gave me Jesus and you made me your child，But I just thank you father for making me ,me (通过这几个简单的假设问题，让学生了解到虚拟语气的具体概念，引出非真实条件句。)

1

Step II The definition of the subjunctive mood.

语气是表示说话者对动词所表示的动作或状态的态度，是一种动词形式。英语中的语气有三种：

1 陈述语气（the Indicative Mood）用来陈述一个事实，或提出一个想法，有肯定、否定、疑问或感叹等形式。

He was famous for his theory. 2 祈使语气（the Imperative Mood）用来表示请求、邀请、命令、警告或劝告等。

Don’t be worry. 3 虚拟语气（the Subjunctive Mood）

虚拟语气表示说话人的愿望、假设、猜测或建议，而不表示客观存在的事实。虚拟语气通过谓语动词的特殊形式来表示。下面分别介绍虚拟语气在各种句式中的用法。

Step III The rules of the subjunctive mood.

Supposing three different conditions of past, present and future, make some sentences 1.If I were Harry Potter, I would possess magic. 2.If he had got up early, he would not have been late for work. 3.If it were fine tomorrow, I might go shopping. (通过设置情景，呈现不同时间的条件虚拟句，让学生注意发现语法规则，总结出与不同时间事实相反的虚拟条件句式特点。) StepIV. Defining and concluding the grammar 设计呈现表格，让学生填写，展示虚拟语气语法规则，总结规律。

If从句

主句

现在

were/did

wound/should/might/could do

将来

were/did

should do

wound/should/might/could do

were to do

过去

had done

wound/should/might/could have done

1、与现在事实相反从句用一般过去时主句用过去将来时。

2、与过去事实相反从句用过去完成时主句用过去将来完成时。

2

3、与将来事实相反从句用过去时或将来时主句用过去将来时。

StepV. Learn other subjunctive structures 1.当从句中有

were, had 或

should 时，可省略if ，而把它们放在句首。

If I were to meet him tomorrow, I should ask him about it.

Were I to meet him tomorrow,…

If he should fail in the experiment this time, he would try again.

Should he fail in the experiment…

If I had had time, I would have run round that lake again.

Had I had time, I would have run round that lake again.. 2.不同时间的虚拟，遵守相应的规则(各看各）

1.If they had studied hard, they could do it easily now.

如果他们以前努力学习的话，现在干的就会容易些。

2.If he had not taken my advice, he wouldn't do it much better like thi

如果他不听取我的建议，他就不会干得这样好。

(本环节采用演绎法达到教学目的。通过学生分组活动，带着任务采集句子，学生在完成任务活动中，互相合作、讨论、积极参与到教学中，主动去获取知识，使学习具有趣味性和成就感。教师的总结归纳和点拨解释也使学习印象加深，拓宽了语法知识，增长了见识。这样整个教学在生生互动中，师生互动中轻松进行，使学有所获，教有所长。

StepVI. 高考链接

（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介绍传授解题技巧与方法，辨析高考题，提高答题准确率，保证高考质量。）

1. I didn't see your sister at the meeting. If

she ___, she would have met my brother.

A. has come

B. did come

C. came

D. had come 2.--If he__, he__ that food.

--Luckily, he was sent to the hospital

immediately.( NMET 93)

A. was warned, would not take

3

B. had been warned, would not have taken

C. would be warned, had not taken

D. would have been warned, had not

taken 3.If I _____ in the twenty-second century, I _____ my vacation in a very different way.

A. should live; would spend

B. will live; should spend

C. are living;should have spent

D. will be living; would have spent 4. You didn't let me drive . If we

____ in turn , you _____ so tired .

A. drove ; didn't get

B. drove; wouldn't get

C. were driving ; wouldn't get

D. had driven ; wouldn't have got 5. ___ she a man, she might be elected president.

A. If were

B. Were

C. Be

D. Is 6. __I had time, I would have gone over to see her.

A. Did

B. Were

C. Had

D. If 7. ---The taxi only took ten minutes to get to the hospital.

--- __ you were coming today, I'd have met you at the railway station.

A. Have I known

B. I have known

C. Had I known

D. I had known 8.If the United States had built more homes for poor people in 1955, the housing problems now in some parts of this country______ so serious.

A. wouldn’t be

B. will not have been

C. wouldn’t have been

D. would have not been StepVII. Game time and Mind map (通过模拟情景，让学生学以致用，会灵活的使用学过的虚拟句式表述自己的观点和想法，达到交际的目的，使输入的语法知识内化为语言能力，通过书面和交际的方式输出，达到教学的最终目的。）

StepVIII. Homeworek

Number 1-3 students: Translate the sentences:

4

小明是一个爱幻想的高中生。一天在课堂,小明想：如果我是老师的话，就不用做作业了。看看窗外，他又想：如果明天下雨的话，体育课就要取消了。老师公布成绩时，他又想：如果之前努力地学习，我就不会不及格了。

Number4-6 students:

write a passage about what would you do if you should be admitted to your famous

university in the future. (通过完成课后练习，提高巩固语法知识。通过小短文写作训练，培养学生灵活运用虚拟句式的写作能力，全面提高学生综合语言运用能力。)

教学反思：

通过这节语法教学课，学生在老师的教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项目和规则，并能完成相关的语法练习，灵活运用各种虚拟句式和情景进行造句，表达自己的观点，基本完成教学任务，达到教学目的。但在具体教学实践中鉴于学生实际情况和课堂意外问题的发生，某些教学环节进行的不流畅，教学时间不够，教学质量也不能保证。如，学生由于词汇量限制，口语表达不到位。由于课堂时间有限，教师无法把虚拟语气讲的更细致，更系统化。由于课堂容量大，信息传递速度快，一些后进生无法在短时间内消化吸收语法项目，有待进一步辅导。

同时，通过这节语法课的精心设计，我深刻体会到引导鼓励学生自主去学习，设计具体任务让学生在交际互动中学习语法，可以把语法课上好，上活。其实，语法教学的目的不只是为了掌握规则，用法，更重要的是为了学以致用，即培育学生灵活运用语言的能力，帮助学生把零碎的语言现象进行归纳，提炼精华，总结规律，学会用语言去做事。

在教学任务设计方面应符合学生实际情况和生活背景，选择他们熟知的内容，这样才能有话可说。任务的完成形式应该多样化，任务的难度应具有层次性，保证每个学生都有能力参与完成任务，在这一点上教师有待改进和提高。

5

宗旨，学生是课堂学习的主体，是知识的发现者和使用者，而不是被动的接受者。教师要明确认识到这一点，充当好引导者和协助者的角色，帮助学生逐步完成学习任务，鼓励学生大胆前进，及时肯定学生在学习过程中取得的进步，让学生在学习中增长兴趣、取得成就感，享受到获取知识的快乐和满足。这样他们才能乐学、善学，使我们的教育事倍功半。茫茫学海，兴趣和热情是航标，漫漫教学生涯，无尽的才思和多样的教法才是一位教师拥有的常青藤

6