unit2虛擬語氣教學(xué)設(shè)計

1、高中英語選修 6 Unit2 Grammar Subjunctive Mood教學(xué)設(shè)計教學(xué)課題高中英語選修 6 Unit2 Grammar Subjunctive Mood課程類型語法課授課地點(diǎn)多媒體教室教本單元的語法知識是虛擬語氣，主要講了虛擬語氣中的 ifif引導(dǎo)的虛擬條件句的用法。以及在材ifif 的虛擬條件句中倒裝和錯綜條件句的用法。虛擬語氣是高二階段的語法重點(diǎn)，同時也是高分考的考點(diǎn)。析學(xué)經(jīng)過上一節(jié)課的語法學(xué)習(xí)，學(xué)生們大部分能夠掌握 ifif 的虛擬條件句的用法，并且能夠運(yùn)用該情條件句造句。高二的學(xué)生在英語學(xué)習(xí)上已經(jīng)出現(xiàn)兩極分化的狀態(tài)，講課班級高二六班同樣也分有這樣的情況，雖然是重點(diǎn)班

2、，但是也有相當(dāng)一部分的英語學(xué)困生，沒有掌握ifif 的虛擬條件析句的用法。同時，學(xué)生在課堂上的積極度不咼，對于枯燥的語法學(xué)習(xí)更是有一種抵觸情緒。教1.1.復(fù)習(xí) ifif 引導(dǎo)的虛擬條件句的用法學(xué)2.2.讓學(xué)生理解賓語從中中的虛擬語氣:wishwish , wouldwould ratherrather重占八、3.3.讓學(xué)生掌握 ifif 條件句的倒裝和錯綜條件句教1 1.如何使學(xué)生記憶 ifif 引導(dǎo)的虛擬條件句各種時態(tài)的用法學(xué)2 2.如何使學(xué)生理解賓語從句中的虛擬語氣難3 3.如何使學(xué)生學(xué)會運(yùn)動兩種虛擬語氣造句并運(yùn)用于生活之中占八、4 .如何讓學(xué)生自主學(xué)習(xí)，更加積極參與到課堂學(xué)習(xí)之中，成為課

3、堂的主人（一）、Knowledge aims1 . Get the students review the usage of if-clause which use the subjunctive mood教2. Get the students learn the usage of the subjunctive mood used in the object clause學(xué)（二）、Skill aims目1. Let students know how to use the subjunctive mood in real life.標(biāo)2. Get students grasp the us

4、age of the subjunctive mood.（三）、Moral aims1. Get students have interest in learning grammar教學(xué) 方 法高中階段是個體探索自我、發(fā)現(xiàn)自我、表現(xiàn)自我、塑造自我、完善自我的重要時期，高中生的認(rèn)識能力比初中 普遍提高，自我意識進(jìn)一步發(fā)展，獨(dú)立意識等均有明顯提高，通過活動課、小組討論等具體形式，特別是創(chuàng)設(shè)有 利于高中生自己自我認(rèn)識、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識水平對自己的學(xué)習(xí)進(jìn)行調(diào) 節(jié)、監(jiān)控。因此，本課我主要采用以下幾種教學(xué)方法：1. 情境教學(xué)法情境(situation )主要指進(jìn)行言語交

5、際外部的具體場合。因此，在交際中構(gòu)成語境(context)的依據(jù)是話語或文句意義所處的外部世界的特征，所謂教學(xué)中的情境都是模擬的。而是指教師根據(jù)學(xué)生的年齡特點(diǎn)和心理特征， 遵循反映論的認(rèn)知規(guī)律，結(jié)合教學(xué)內(nèi)容，充分利用形象，創(chuàng)設(shè)具體生動的場境，使抽象的語言形式變成生動具體 的可視語言，創(chuàng)設(shè)盡可能多的英語語言環(huán)境，讓學(xué)生更多地接觸感受英語 (feel English)說英語(speak English)、 用英語進(jìn)行思維(thinking English)、用英語的方式主導(dǎo)行為(behave in English)。該教學(xué)法的特點(diǎn)是：將言、行、情境融為一體，有較強(qiáng)的直觀性、科學(xué)性和趣味性，學(xué)生仿佛

6、置身其境。情境教學(xué)可以激發(fā)學(xué)生學(xué)習(xí)激 情，培養(yǎng)學(xué)生濃厚的學(xué)習(xí)興趣，促成學(xué)生智力因素和非智力因素的發(fā)展，從而從整體上正確理解和運(yùn)用語言，即 整體語言教學(xué)法(WholeLanguage )。2. 活動教學(xué)法：活動教學(xué)法”早在二十世紀(jì)七十年代末就已風(fēng)靡澳大利亞、英、美等國家。根據(jù)1998 年澳大利亞ALL Guidelines( Scarino Angela, etal, 1998)一書所述，宏觀的活動教學(xué)法認(rèn)為活動是聯(lián)結(jié)教學(xué)大綱與課堂教學(xué)的紐帶，教師必須把活動作為教學(xué)大綱的指導(dǎo)思想有計劃、有步驟地實(shí)施。微觀的活動教學(xué)法即指課堂教 學(xué)活動中，將活動作為教與學(xué)的中心單位以促進(jìn)語言習(xí)得者用目的語言仃 a

7、rget language)進(jìn)行交際。它認(rèn)為活動包含積極的有目的的語言使用環(huán)境，習(xí)得者必須使用已有的語言資源以滿足在設(shè)定的語境中進(jìn)行交際的需要?；顒咏虒W(xué)法(Activity Approach)是交際法家族的后起之秀。它一出現(xiàn)，就引起了外語界的高度重視，迄今已成為較為普遍采用的教學(xué)模式?；顒拥膬?nèi)涵可理解為：活”即活化、激活(activate )；動”即行動(act )。3. 任務(wù)型教學(xué)法：任務(wù)型教學(xué)法是讓學(xué)生在課堂活動中獲得知識。任務(wù)完成的過程，就是一個知識轉(zhuǎn)化的過程。它應(yīng)具備以下特點(diǎn)：(1)以任務(wù)為中心，而不是以操練語言形式為目的。(2 )任務(wù)的設(shè)計焦點(diǎn)應(yīng)該是解決某一具體的貼近學(xué)生生活的交際問

8、題。在任務(wù)型語言教學(xué)中，教師要從學(xué)生學(xué)”的角度來設(shè)計教學(xué)活動，使學(xué)生的學(xué)習(xí)活動具有明確的目標(biāo)，并構(gòu)成一個有梯度的連續(xù)活動。在教師精心設(shè)計的各種任務(wù)”中，學(xué)生能夠不斷地獲得知識或得岀結(jié)論，從注重語言本身轉(zhuǎn)變?yōu)樽⒅卣Z言習(xí)得。從而獲得語言運(yùn)用的能力而不是僅僅掌握現(xiàn)成的語言知識點(diǎn)。隨著任務(wù)”的不斷深化，整個語言學(xué)習(xí)的過程會越來越自動化和自主化。教學(xué) 手 段多媒體輔助：將本課所需要的動畫、錄音、圖片、文字、圖表和音樂制成CAI 軟件使抽象的語言變得直觀，為學(xué)生運(yùn)用英語進(jìn)行交際創(chuàng)設(shè)情景。Teaching ProceduresStepl Lead-i n1.Introduce the usage if-cl

9、ause to the students and review the three situations to the students: 1)opposit e to thepresent fact 2) opposite to the past fact 3)opposite to the future fact2.Introduce the three examples to the students1)If I God should give me another chanee, I would say three words to the girl “l(fā)ove you”.2)If J

10、ack hadn been on board Titanic, Jack would not have met Rose.3)If I were to live till 2154, I would be one of them and live in the Pandora.Step2 The in troduct ion of the subj unctive mood used in if-clause1. Ask students to fill in the blanks and find out which tense should we use in different situ

11、ationsIf-clauseMai n clauseprese nt factpast tenseWould/should/could/might+dopast factPast perfect tenseWould/should/could/might+have donefuture factPast tenseShould+doWere to do/beWould/should/could/might+roduction of the mixed conditionals1)show the Ss two pictures and according to the pict

12、ure ask them to make two sentencesa.If he hadn slept during the English class, he would know how to spell the new words now.b.If he hadn copied the others homework, he would not be punished by his teacher now.2)introduction of the concept of the mixed conditionalsWhen the tense in the if-clause and

13、the main clause are not the same, we use the mixed conditionale.g. If you had come and attended the meeting yesterday, you would know what we are doing now.If you had followed my advice, you would not be in trouble now.3)introduction of the inversion in the if-clauseWe can omit If and place should,

14、were, had in the beginning of the sentence.e.g. Were I Obama, I would company my daughter every day.4. exercise If you were the manager here, what would you do?Were you the manager here, what would you do?Step 3 introduction of the subjunctive mood used in the object clause1.the object clause after

15、wish1)show the Ss some examples of the wish clause and ask them to conclude the rule of it.the example sentencesa.I wish I were a bird.b.I wish I had finished this homework.c.I wish it would rain tomorrow.d.I wish I hadn made such a mistake.2)the rules of the wish clausewish-與過去事實(shí)相反：過去完成時與現(xiàn)在事實(shí)相反：過去式

16、與將來事實(shí)相反：would/could/might+ do3)exercisea.I wish I were (be) ten years younger now.b.I wish I had said (say) such tough words to you.c.I wish it would rain(rain)tomorrow.2.The clause after would rather”1)show the Ss some examples of the wish clause and ask them to conclude the rule of it.a.I wouldrat

17、her you paidme now.b.I wouldrather you toldme the truth at present.c.I wouldrather you hadbee n prese nt.d.I wouldrather you hadgone there yesterday.e.Don tcome. I would rather you came tomorrow.2)the rules of the clause would ratherwould rather:與現(xiàn)在事實(shí)相反-一般過去時與過去事實(shí)相反-過去完成時與將來事實(shí)相反-一般過去時3)exercise: ask

18、 Ss to fill in the blanksa. It getting late. I dather you left (leave) now.b. John wants to see me today. I would rather he came (come) here tomorrow than today.c. I dather she sat (sit) next to me.d. I dather you had nt said (say)it.3.The object clause in the sentence expressing suggestion1)Ask Ss

19、to observe the sentencesand find out which sentences using the subjunctive mood.Suggested an swers:a.My family insisted that I should not give in, but stay and fight.b.Please advise me which book I should read first.c.He ordered that the work should be started at once.2)賓語從句中出現(xiàn)動詞 : 一個堅持 , 兩個命令 , 三個建

20、議 , 四個要求。 賓語從句要使用虛擬語氣。 即 從句中的動詞 使用 should + 動詞原形，或者將 should 省略1). insist 2). order, command3). advise, suggest, propose(recommend)4). demand, require, request, desire3) exercise1. 國王命令囚犯明天要實(shí)施死刑。The king ordered that the prisoners _ the next day.2. 他們要求我們派他們?nèi)ツ莾汗ぷ?。They requested that we _ them to work

21、 there.3. 我要求約翰必須立刻到那兒去。4. 爸爸建議我考試前要有充足的睡眠。Step 4 Summary1. Ask Ss what is your regret.2. Show them the examples of the subjunctive moodI regretted that I had eaten a lot during high school.a. She wishes she had not eaten a lot during high school.b. If I hadn etaten a lot during high school, I would

22、 be much thinner now.c.I would rather she had eaten less during high school.d.I suggested that she should eat less and exercise more.3.Ask Ss to talk in groups of four and make up some sentences using the subjunctive mood4.Pick up some Ss to show their groupssentencesBlackboard design (板書設(shè)計)if-claus

23、e object clause1)wish: present- past tensepast- past perfectfuture- would do2)would rather : pas past perfectprese n past tense futurepast tense3)that+ should doReflecti on after teachi ng本節(jié)課我通過不同形式教學(xué)方法，設(shè)置不同的任務(wù)，基本做到了把課堂讓給學(xué)生，讓學(xué)生在自主、合 作、探究的氣氛中愉快度過，既順利完成教學(xué)任務(wù)，又促進(jìn)其情感教育。首先，課堂的導(dǎo)入是十分重要的，好的導(dǎo)入能夠緊緊抓住學(xué)生的心理和興趣，使課堂教學(xué)更具趣味性 和藝術(shù)性。Subjun ctive Mood（教學(xué)反所以，本節(jié)課我設(shè)置的導(dǎo)入話題是令人后悔的事，舉了與過去，與現(xiàn)在，將來事實(shí)不一致的三 個例子。這些