高中英語何鵬華

1、Teaching Design for New Senior English for China Students Book 6( PEP) Unit 1 Arts西安市第八中學(xué) 何鵬華I. General idea of the design for this lesson1. Students will learn the basic grammar rules of subjunctive mood. 2. Students will be able to describe different specific situations with subjunctive mood.2. Te

2、aching activities designed in this lesson are based on their familiar situations which can arouse their interest.In addition,the activities designed are practical.3. Use the textbook flexibly by integrating different components into this lesson.4. Stimulate the students ability of cooperation.II. Te

3、aching Background Analysis1.The analysis of teaching contentsThe grammar of this unit is about subjunctive mood. This lesson is the fourth class in this unit. The students will learn different structures of subjunctive mood. The students should be able to describe the specific situations with correc

4、t structures of subjunctive mood.2.The analysis of the studentsAfter having reading the passage in this unit, the students have got the concept of subjunctive mood. In this class, students will get further information about this grammar item through some different situations. They will also consolid

5、ate it with some practical exercises. The class activities are designed to accommodate all the students. Each student can participate in the activities.III. Goal Analysis1. The students will be able to get the grammar information about the subjunctive mood thought finding,observing,understanding and

6、 practicing. 2.The students will be able to use subjunctive mood to describe different supposed situations.IV. Type of the lessonGrammar learningV. Important point students need to understand different supposed situations and use subjunctive mood correctly. The students shall practice the grammar it

7、em by participating in the activities.VI. difficult point：The students can analysis different situations and use subjunctive mood appropriately and correctly. VII. Teaching Aid OHPVIII. Teaching approachesTask-based teaching approach and Audio-visual approachIX. Learning StrategiesCooperation , Indu

8、ction and AutonomyX. Teaching Procedures:Teaching ProceduresWhat T does in classWhat Ss do in class(Ts expectation) Purpose of the designStep1. Lead-in（3 minutes）1.Show a short passage of a little girls dream.Share it with the whole class. Teacher show the passage on the screen,and tell them it is a

9、 little girls dream.How I wish I were a mermaid(美人魚). If I were a mermaid, I would swim in the sea freely and sing happily.I also would live in the splendid undersea palace , and I would find many beautiful seashells to make a delicate necklace for my mummy.I also wish Santa Claus could send me a ma

10、gical crystal ball on Christmas Eve. My father is on a business trip , if he can take a present for me ,I will be very very happy. 1.The students read the passage .2.students read the sentences carefully and observe the sentence structures, trying to find out the features of subjunctive mood. To aro

11、use the students interest in the content of this grammar item. 2. Get the basic concept of the grammar item.Step 2.Observe and learn(7 minutes) 1. Ask students to read the 10 sentences and find the sentence structure of subjunctive mood.1. If I had a good voice, I would go to Voice of China .2. If I

12、 should be the coach of Chinese football, I would try my best to improve the standard of the players of national team.3.If Running man came to Xi'an , I would go to the scene to ask Deng Chao for an autograph .4.If he had right to choose his holiday, he would go to Honolulu.5.If we knew much abo

13、ut the disease named Ebola , we would be able to treat the patients effectively.6. If next year the APEC summit were to be held in Xi'an, we would also have 7 days' holiday. 7. If I had super power, I would help people to solve the problem of global warming.8. If I could see MiyazakiHayao in

14、 the flesh, I would consult where his inspiration came from.9. She always thinks she is not beautiful and wishes she were beautiful.10.How I wish every student spoke fluent English.2.students will observe and got the verb structures of different time of subjunctive mood.1.The students read the read

15、the sentences and try to understand them correctly.2.students need to pay attention to the time expressed in each sentences and the verb forms used in the sentences.This activity is to arouse students attention to the main structures of subjunctive mood . Its important for students to know how to us

16、e different verb forms in different situations, but students may have difficulty in understanding. The students need to do more practice.2. Finish exercises 3 on page 5 in the English book.Then check the answers.Step 4. Share our dreams: 3.Ss write a text (words 100-120) to introduce his/her robot a

17、nd draw the robot.（10 minutes） 1.ask students the question“If you were a millionaire now, what would you do with the money?” share their answers together with the whole class.2.Teacher asks the Students to read and help finish the dream. In group of four, Students discuss and share their wishes. The

18、n invite the students to help finish the teachers wish. If I were a millionaire, I _(go) to some English speaking countries to experience different cultures and life. If so ,I _ (present) my class more attractively. Also, I _(take) my beloved family to travel around the world. Then I _(donate) a lar

19、ge sum to charity to help those who are in trouble. Besides,I _(investigate) some public welfare programs to make ordinary people get benefits. And. .oh,there are many things that I want to do, so how I wish I _(be) a millionaire. Now, there is a long distance between my wishes and reality, if I _ (

20、want) to realize those dreams,I _ (try) my best to struggle for them . Do you think they will come true someday? 1.The Students share their answers with full sentences using subjunctive mood.2. Students help to finish the teachers dream. Students will use subjunctive mood to describe their real life

21、,which can consolidate the grammar item.Step 5. Invite 3-5 students to present their articles .（8 minutes）The teacher and the students evaluate the articles together according to the criteria.Other students to give their suggestions for improvement First, the students get the vocabularies, sentence structures and other useful expressions by reading. Then, the students talk about the robots by using the information. Finally, the students write articles about their robots. Meanwhile, the students draw their rob