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視頻標(biāo)簽：Subjunctive,Mood in,If Clause
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：高中英語外研版選修6 Book6 Grammar The Subjunctive Mood in If Clause貴州
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高中英語外研版選修6 Book6 Grammar The Subjunctive Mood in If Clause貴州省畢節(jié)第一中學(xué)
Teaching Design
Grammar:The Subjunctive Mood in If Clause
·理論依據(jù)
《新課標(biāo)》提出高中英語語法需從用的角度出發(fā)，強(qiáng)調(diào)語法教學(xué)不能局限于語法范疇內(nèi)，必須與邏輯思維、文化意識(shí)、篇章語境等聯(lián)系起來，從而發(fā)展學(xué)生的語法意識(shí)，確保語言使用的準(zhǔn)確性。 ·教學(xué)內(nèi)容分析
本節(jié)課主要通過自主學(xué)習(xí)和探究、小組合作學(xué)習(xí)來掌握非真實(shí)條件句中的虛擬語氣。通過“看例句-總結(jié)規(guī)律-完成練習(xí)”的學(xué)習(xí)過程，掌握具體語境中非真實(shí)條件句中的虛擬語氣的用法。 ·學(xué)生分析
高二的學(xué)生對高中的英語學(xué)習(xí)有了一定的認(rèn)識(shí)， 并且積淀了一定的語法基礎(chǔ)，具備一定的語言邏輯分析能力。該課授課對象為高二年級的重點(diǎn)班學(xué)生，具有一定的英語基礎(chǔ)。本節(jié)課的“非真實(shí)條件句中的虛擬語氣”是新的語法內(nèi)容，為了避免語法的枯燥性，該課設(shè)置為情境教學(xué)，加大了學(xué)生的參與度。 1. Teaching Aims:
·Three-dimensional targets (1) Knowledge Aims:
After this class, the students will make a better understanding of the subjunctive mood in if clause. They can put them into practice in their daily life.
(2) Ability Aims:
①By observing examples, the students can discover the predicate forms in unreal conditionals, including the contrary to the present and the past. ②After finishing the exercises, the students will learn to apply what they have learned in practice. (3) Emotional Aims:
①By finishing the learning tasks, the students are encouraged to learn on their own, as well as cooperate with their group members. Meanwhile, it is useful to arouse students’ interests by learning in context.
②By the end of the class, students’ awareness of law will be raised. They will get to know the basic knowledge of law as a teenager. 2. Teaching Important Points
(1) Enable the students to learn how to use the subjunctive mood in unreal conditionals properly.
(2) Enable the students to improve their comprehensive language study ability.
3. Teaching Difficult Points
(1) Discover the rules of predicate forms in unreal conditionals.
(2) Make sentences on their own to continue a story with subjunctive mood by using their imagination. 4. Teaching methods
Task-based language teaching, English communicating teaching
approaches. 5. Teaching aids
A computer, a projector and some slides.
Teaching procedures & ways Step 1. Greetings Step 2. Lead-in
Activity 1: There are some words missing in the lyrics of the song. Listen to a song and find the words to fill in the blanks. If I Were A Boy - Beyoncé If I_____a boy Even just for a day
I______roll out of bed in the morning And throw on what I wanted and go Drink beer with the guys And chase after girls
I______kick it with who I wanted And I______ never get confronted for it Because they'd stick up for me If I ______ a boy I think I ______understand How it feels to love a girl
I swear I’d be a better man I_______listen to her
Cause I know how it hurts When you lose the one you wanted Cause he's taken you for granted And everything you had got destroyed
More examples in context
The teacher will use pictures to make sentences with the same structure in the lyrics.
①If I were Mr Zhai, I would give you no homework. ②If I grew up in Bijie, I would enjoy the dish “Suantang”.
③If I had come here earlier, I would have visited “Ye Langxi” theme park.
④If I had visited the theme park, I would have enjoyed myself.
*Purpose: It will be able to arouse students’ interests by enjoying the song
containing the grammar points. They will be active to listen and find the missing words related to the grammar points. Besides, it will help the students have a brief overview of the subjunctive mood.
*Teacher: Get the students to read the four sentences and lead them to find the common thing.
*Students: Read the four sentences loudly and find out what they have in common. *Purpose: The four sentences are used in context with the contrary to the present and the past, which is to strengthen the students’ understanding of the structure of the subjunctive mood.
Guided questions:
1. What kind of situation are these four sentences trying to tell us? 2. Are they talking about real or unreal situation? 3. What do they have in common? Step 3. Reading and discovering
Activity 2: Read the passage and underline the unreal if clauses in the passage. Get the students to summarize the features of subjunctive mood based on the sentencs they have just underlined. Then fill in the blanks.
My Friend Lihua
I have known my friend Lihua for many years and am very fond of him, but he has some strange ideas. Now he can’t help imagining something strange. For example, he says that if he had money, he would ask scientists to clone him. When I ask him why he would like this, he replies, “When I was young, if my parents had been richer, I would have had one more sister or brother.” However, I don’t feel the same at all. I have three sisters and two brothers. After hearing that, I think to myself, “If I had been born in the family of Lihua, I would have got more care.” Besides, Lihua has other strange ideas. For example, he says that if scientists allowed him, he would travel to the moon. When he says this, I reply that if it were possible, I would like to live to be two hundred. “Me too,” Lihua replies, although he knows I am joking. So this is my cute friend. Do you think he is a dreamer?
The features of the subjunctive mood
Time If-clause
Main clause
*Teacher: Read the passage My Friend Lihua and then underline the unreal if clauses in the passage. Get the students to tell the difference amoung the sentences by finding the clues in the passage. It’s time for them to summarize the features of subjunctive mood based on the sentences they have just underlined.
*Students: Discuss with partners and exchage their ideas with their group members. Then write down their ideas in the blanks.
*Purpose: To cultivate students’ inductive ability by observing examples.
Guided questions:
1. How many sentences have you underlined? What are they? 2. Do they look different? What causes the difference? 3. Can you find the clues in your passage?
4. Could you exchange your ideas and write them down in the blanks? Activity 3: Sentence completion
①M(fèi)y friends are busy. Therefore, we can’t go to see the new film. If my friends ____ busy, we ________ to see the new film.
②I didn’t have time last year, so I didn’t see the Love of the Hawthorn Tree.
If I _______ time last year, I ___________ the Love of the Hawthorn Tree.
③If he ________(get) two rabbits yesterday, he ____________(have) another big meal
Activity 4: Watch the video and act out the scene. If I ________ (be) given one more chance now, I __________ (say) to the girl, “I love you.”
If I ______ (have) to set a time limit to our love, it ______________ (be)
Purpose: To deepen the students’ understanding of the subjunctive
mood in if clause. After knowing the features of the subjunctive mood, they are able to put them into practice.
10,000 years.
Activity 5: Group work- Sentence chain(句子接龍) 1. First fill in the blanks.
About the farmer and the snake
What would have happened if the farmer hadn't seen the snake?
If the farmer ___________(not see) the snake, he _________________ (not put) it under his coat; if he __________ (not put) it under his coat ,the snake ___________________ (not bite)him; if he ___________________ (not bite) ,he __________________(not die).
topic 1: If I were the headmaster of our school,… topic 2: If the cellphone had never been invented,…
Step 4. Summary Step 5. Assignment
Write a short passage under the subject “A regretful thing” with unreal if-clause sentences.
*Purpose: To arouse the students’ interests by acting out the scene of a popular film with the structure of the subjunctive mood.
*Teacher: Get the students to fill in the blanks to finish the story about the farmer and the snake. Then ask the students to do the activity-sentence chain. There will be four sentences in each group and each group will make up their own story by using “if”clause to start with their sentence. The second student will go on the story using the second half of the first sentence. There are two topics for them to choose. *Students: Be active to think. Discuss and exchange their ideas to go on their own story.
*Purpose: To motivate the students’ enthusiasm to put the structure of the subjunctive mood into practice and express their own ideas.
附：
板書設(shè)計(jì)
The Subjunctive Mood in If-clause
unreal
Time If-clause Main clause Present If+did/were would do Past If+had done would have done
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