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1、1高中英语选修 6 Unit2 Grammar Subjunctive Mood 教学设计教学课题高中英语选修 6 Unit2 Grammar Subjunctive Mood课程类型语法课 授课地点 多媒体教室教材分析本单元的语法知识是虚拟语气，主要讲了虚拟语气中的 if 引导的虚拟条件句的用法。以及在 if 的虚拟条件句中倒装和错综条件句的用法。虚拟语气是高二阶段的语法重点，同时也是高考的考点。学情分析经过上一节课的语法学习，学生们大部分能够掌握 if 的虚拟条件句的用法，并且能够运用该条件句造句。高二的学生在英语学习上已经出现两极分化的状态，讲课班级高二六班同样也有这样的情况，虽然是重点
2、班，但是也有相当一部分的英语学困生，没有掌握 if 的虚拟条件句的用法。同时，学生在课堂上的积极度不高，对于枯燥的语法学习更是有一种抵触情绪。教学重点1.复习 if 引导的虚拟条件句的用法2. 让学生理解宾语从中中的虚拟语气：wish，would rather3. 让学生掌握 if 条件句的倒装和错综条件句教学难点1 如何使学生记忆 if 引导的虚拟条件句各种时态的用法2 如何使学生理解宾语从句中的虚拟语气3 如何使学生学会运动两种虚拟语气造句并运用于生活之中4 如何让学生自主学习，更加积极参与到课堂学习之中，成为课堂的主人 教学目标(一)、Knowledge aims1Get the stu
3、dents review the usage of if-clause which use the subjunctive mood2. Get the students learn the usage of the subjunctive mood used in the object clause （二)、Skill aims1. Let students know how to use the subjunctive mood in real life.2. Get students grasp the usage of the subjunctive mood.（三）、Moral ai
4、ms21. Get students have interest in learning grammar教学方法高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用以下几种教学方法：1.情境教学法情境（ situation）主要指进行言语交际外部的具体场合。因此，在交际中构成语境(context)的依据是话语或文句意义所处的外部
5、世界的特征，所谓教学中的情境都是模拟的。而是指教师根据学生的年龄特点和心理特征，遵循反映论的认知规律，结合教学内容，充分利用形象，创设具体生动的场境，使抽象的语言形式变成生动具体的可视语言，创设尽可能多的英语语言环境，让学生更多地接触感受英语(feel English)说英语(speak English)、用英语进行思维(thinking English)、用英语的方式主导行为（behave in English）。该教学法的特点是：将言、行、情境融为一体，有较强的直观性、科学性和趣味性，学生仿佛置身其境。情境教学可以激发学生学习激情，培养学生浓厚的学习兴趣，促成学生智力因素和非智力因素的发展
6、，从而从整体上正确理解和运用语言，即整体语言教学法（Whole Language）。2.活动教学法：“活动教学法 ”早在二十世纪七十年代末就已风靡澳大利亚、英、美等国家。根据 1998 年澳大利亚ALL Guidelines( Scarino Angela, etal, 1998)一书所述，宏观的活动教学法认为“ 活动”是联结教学大纲与课堂教学的纽带，教师必须把活动作为教学大纲的指导思想有计划、有步骤地实施。微观的活动教学法即指课堂教学活动中，将活动作为教与学的中心单位以促进语言习得者用目的语言(Target language)进行交际。它认为活动包含积极的有目的的语言使用环境，习得者必须使用
7、已有的语言资源以满足在设定的语境中进行交际的需要。活动教学法（Activity Approach）是交际法家族的后起之秀。它一出现，就引起了外语界的高度重视，迄今已成为较为普遍采用的教学模式。活动的内涵可理解为：“活”即活化、激活（activate）；“动” 即行动（act ）。3.任务型教学法：任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的交际问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标
8、，并构成一个有梯度的连续活动。在教师精心设计的各种“任务” 中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务” 的不断深化，整个语言学习的过程会越来越自动化和自主化。教学手段多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成 CAI 软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。3Teaching ProceduresStep1 Lead-in1. Introduce the usage if-clause to the students and review the three
9、situations to the students: 1)opposite to the present 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 chance, I would say three words to the girl “I love you”.2) If Jack hadnt been on board Titanic, Jack
10、 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 introduction of the subjunctive mood used in if-clause1. Ask students to fill in the blanks and find out which tense should we use in different situationsIf-clause Main clausepresent fac
11、t past tense Would/should/could/might+dopast fact Past perfect tense Would/should/could/might+have donefuture factPast tenseShould+doWere to do/beWould/should/could/might+do2. introduction of the mixed conditionals 1) show the Ss two pictures and according to the picture ask them to make two sentenc
12、es a. If he hadnt slept during the English class, he would know how to spell the new words now.b. If he hadnt 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 the main clause are not th
13、e 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, were, had in the beginni
14、ng 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 wish1) show the Ss som
15、e examples of the wish clause and ask them to conclude the rule of it.4the 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 hadnt made such a mistake.2) the rules of the wish clausewish- 与过去事实相反：过去完成时与现在事实相反：过去式与将来事实相反：would
16、/could/might+ do3) exercise a. 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 would rather you paid me now.b. I would rather you told me the truth at present.c. I would rather you had been present.d. I would rather you had gone there yesterday.e. Don
