Using LanguageⅡ优质课教案内容

Teaching Design 朝阳二高中

英语组

张晓翠

Good afternoon, everyone. It’s

my great honor to be here to share my lesson with you. My teaching design is about the first period of the subjunctive mood. I’m going to begin my teaching design from four parts. First, let me talk about the teaching material.

Part I: Analysis of the Teaching Material

1.

Status and Function As we know, we learn a language in order to communicate. When communicating with others,

we need not only a large vocabulary, but also grammar knowledge ,which can help us organize our words. In grammar learning, the subjunctive mood is difficult but important. It’s difficult because of its special verb forms. It’s important because it’s widely used. Without it, we couldn’t express our regrets and wishes; without it, English would be dull. So we should attach great importance to it.

According to the new standard curriculum, after studying the teaching material, I think the teaching aims are as follows: 2.

Teaching Aims

1). Knowledge aim: Understand the definition and master the verb forms of the SM in a conditional sentence. 2). Ability aim: Learn to express themselves using the SM gradually. 3). Moral aim: Try to stimulate the Ss’ interest in the boring grammar and make them know the importance of the subjunctive mood.

3.

Teaching Important Point Learn to use right verb forms in sentences of unreal condition and understand the real meaning of the sentences. 4.

Teaching Difficult Point

Enable the Ss to use the subjunctive mood correctly and freely.

Part II: Analysis of the Students

As a teacher, we must analyze our students as well as the teaching material. The senior students in Grade 2 have had a larger vocabulary. Most of them have mastered and can use the eight basic tenses correctly. Now we are going to learn the subjunctive mood and it’s the distortion of the normal tenses. The students will be puzzled by the special verb forms in the subjunctive mood.

Part III: Analysis of the Teaching Theory, Methods, and Aids 1.

Teaching Theory

Before dealing with this lesson, I’ll try my best to carry out the following theory: Make the Ss the real masters in class while the teacher acts as a director. 2.

Teaching Methods Audio-lingual method Communicative approach Task-based language teaching (TBLT) 3.

Teaching Aids

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Multimedia The blackboard

Part IV: Teaching Procedures (six steps) Step I: Greetings (1` ) Greet the whole class as usual to remind them to focus on the English class. Step II: Lead- in (4` ) This step is intended to arouse the Ss’ interest and curiosity. I’ll begin my lesson with these sentences: “I had an accident this morning because I drove too fast. The reason why I drove fast was that I got up late. And I got up late because I stayed up late last night.”

Q: What would happen if all these things were not true? The students may give the following sentences quickly, but the verb forms are wrong: “If I didn’t stay up late last night, I would not get up late; If I didn’t get up late, I would not drive so fast; If I didn’t drive so fast, the accident would not happen this morning.”

Then I’ll show the correct sentences on the screen: “If I hadn’t stayed up late last night, I would not have got up late; If I hadn’t got up late, I would not have driven so fast; If I hadn’t driven so fast, the accident would not have happened this morning.”

The Ss will be surprised that the verb forms don’t agree with the adverbs of time and they are eager to know why. That’s what I expect. Then we can begin to learn the subjunctive mood naturally.

Step III: Presentation (15` ) This step is employed to achieve the teaching aims and stress the key point. I’ll design three tasks and help them find out the answers themselves step by step.

Task 1. The definition of the subjunctive mood Show the three sentences of unreal condition again. Q1: Are they facts? (No.) Q2: What are the sentences expressing?

(Regrets. Wishes. Something contrary to the facts.) Then they can draw a conclusion: The subjunctive mood is used to talk about situations that are not true or not likely to become true. Task 2: Verb forms in the subjunctive mood Show more sentences on the screen and ask the Ss to find out the verb forms themselves. “If I hadn’t driven so fast, the accident would not have happened this morning.

If Liu Xiang hadn’t got injured, he could have won a gold medal in 2008 Olympic Games.

... ”

First, only show the verb forms of the sentences on the screen only. If …hadn’t driven …,

…would not have happened …

If …hadn’t got injured,

…could have won …

…

The Ss can easily draw a conclusion: In “If ” clause, we use “had done, did / were”; in the main sentence, we use “would have done, would do”. Second, add the adverbs of time of these sentences. They conclude that:

had done --- would have done --- the past

did / were --- would do ----------- the present

did ----------- would do ----------- the future

2

During the process of finding out the correct answers, what the teacher needs to do is to be a director or an organizer. After all, students are the masters in class.

Task 3: Complete the sentences according to the pictures. I choose two sentences to describe the same picture. One uses the subjunctive mood and the Ss can practise the verb forms. The other uses the indicative mood so they can understand the real meaning of the sentence.

Step IV: Consolidation ( 15` )

This step aims to break through the difficult point. I’ll give them two kinds of exercises to help the Ss digest and master the subjunctive mood quickly. I will give them two kinds of exercises. 1.

Fill in the blanks. (Individual work) This is easy and the Ss only need to complete the sentences with the correct verb forms. But this sentence is used here to help the Ss prepare for next class—inversion of “If” clauses:

____ I _______ (meet) you yesterday, we ____________ (go) to the concert together. (If, had met, would have gone;

Had, met, would have gone) 2.

Dialogue. (Pair work) Ask the Ss to make a dialogue using the subjunctive mood “If I … , I …” in pairs, everyone should make sentences as interesting and imaginative as possible. I’ll step down the platform to listen to their dialogues and correct their mistakes if necessary. Then I’ll ask two or three pairs to act out their dialogues and share their sentences with the class.

For example: “ If I ran into a dinosaur in the forest, I would make friends with him.

If I were a big tree, I would grow tall enough to touch the sky.”

In a word, practice makes perfect. This activity is intended to practise their communicative ability and develop their sense of English. It can also encourage them to speak English in class as much as possible.

Step V: Summary ( 3` )

Fill in the form below in order to strengthen their memory.

The past situation The present situation The future situation Verb forms In “If” clause had done did / were did; should do; were to do In the main sentence would/ should/ could/ might + have done would/ should/ could/ might + do would/ should/ could/ might + do Step VI: Homework ( 2` )

Write a short passage using the subjunctive mood. Jim刚刚做完左腿手术,医生告诉他一个月不能走动。他后悔啊！如果昨天晚上没有玩电脑游戏，今天早晨就可以早点儿起床，也就不会因为怕迟到而被车撞倒了。妈妈也因为儿子没有按时睡觉而在责备他。同时Jim也很遗憾，因为他不能参加下周的运动会了，也不能赢得400米冠军了。

My purpose is to get the Ss to go over the subjunctive mood after class and improve the writing ability.

Thanks for listening.

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