教学设计

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教学设计

?教学

课题

Grammar Subjunctive Mood



课程

类型

语法课

授课地点

多媒体教室



教

材

分

析

???

本节课讲授的内容是虚拟语气，主要讲述虚拟语气中if引导的虚拟条件句的用法以及if引导的虚拟条件句中倒装和错综条件句的用法。



学

情

分

析

???

经过前期的有关语法学习，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。但是也有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. 让学生理解宾语从句中的虚拟语气：wish，would rather等等

3. 让学生掌握if条件句的倒装和错综条件句



教

学

难

点

如何使学生记忆if引导的虚拟条件句各种时态的用法

如何使学生理解宾语从句中的虚拟语气

如何使学生学会用两种虚拟语气造句并运用于生活之中

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 aims

? 1．Get the students review the usages of if-clause which use the subjunctive mood

2. Get the students learn the usage of the subjunctive mood used in the object clause

（二)、Skill aims

1. Let students know how to use the subjunctive mood in real life.

2. Get students grasp the usage of the subjunctive mood.

（三）、Moral aims

???1. Get students have interest in learning grammar



教

学

方

法

??????1.情境教学法

??? 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，从而从整体上正确理解和运用语言。

??? 2.活动教学法：

??? 活动教学法是指在课堂教学活动中，将活动作为教与学的中心单位，以促进语言习某某在设定的语境中使用语言进行交际。

??? 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。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，进而获得语言运用的能力。



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。





Teaching Procedures

Step1 Lead--in

Introduce the usage of if-clause to the students and review the three situations to the students: 1)opposite to the present fact 2) opposite to the past fact 3)opposite to the future fact

Introduce the three examples to the students

If God should give me another chance, I would say three words to the girl “I love you”.

If Jack hadn’t been on board Titanic, Jack would not have met Rose.

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-clause

Ask students to fill in the blanks and find out which tense should we use in different situations

If-clause

Main clause



present fact

past tense

Would/should/could/might+do



past fact

Past perfect tense

Would/should/could/might+have done





future fact

Past tense

Should+do

Were to do/be



Would/should/could/might+do



introduction of the mixed conditionals

show the Ss two pictures and according to the picture ask them to make two sentences

If he hadn’t slept during the English class, he would know how to spell the new words now.

If he hadn’t copied the other’s homework, he would not be punished by his teacher now.

introduction of the concept of the mixed conditionals

When the tense in the if-clause and the main clause are not the same, we use the mixed conditional

e.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-clause

We can omit If and place should, 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 clause

the object clause after wish

show the Ss some examples of the wish clause and ask them to conclude the rule of it.

the example sentences

I wish I were a bird.

I wish I had finished this homework.

I wish it would rain tomorrow.

I wish I hadn’t made such a mistake.

the rules of the wish clause

wish----- 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/could/might+ do

exercise

I wish I were (be) ten years younger now.

I wish I had said (say) such tough words to you.

I wish it would rain(rain)tomorrow.

The clause after “would rather”

show the Ss some examples of the wish clause and ask them to conclude the rule of it.

I would rather you paid me now.

I would rather you told me the truth at present.

I would rather you had been present.

I would rather you had gone there yesterday.

Don’t come. I would rather you came tomorrow.

the rules of the clause would rather

would rather: 与现在事实相反--- 一般过去时

与过去事实相反--- 过去完成时

与将来事实相反--- 一般过去时

exercise: ask Ss to fill in the blanks

It’s getting late. I’d rather you left (leave) now.

John wants to see me today. I would rather he came (come) here tomorrow than today.

I’d rather she sat (sit) next to me.

I’d rather you hadn’t said (say)it.

The object clause in the sentence expressing suggestion

Ask Ss to observe the sentences and find out which sentences using the subjunctive mood.

Suggested answers:

My family insisted that I should not give in, but stay and fight.

Please advise me which book I should read first.

He ordered that the work should be started at once.

宾语从句中出现动词: 一个坚持, 两个命令, 三个建议, 四个要求。宾语从句要使用虚拟语气。即从句中的动词 使用should + 动词原形，或者将should省略

1). insist 2). order, command 3). advise, suggest, propose(recommend)

4). demand, require, request, desire

3) exercise

1. 国王命令囚犯明天要实施死刑。

The king ordered that the prisoners ________________the next day.

2. 他们要求我们派他们去那儿工作。

They requested that we ____________ them to work there.

3. 我要求约翰必须立刻到那儿去。

4. 爸爸建议我考试前要有充足的睡眠。

Step 4 Summary

Ask Ss what is your regret.

Show them the examples of the subjunctive mood

She wishes she had not eaten a lot during high school.

If I hadn’t eaten a lot during high school, I would be much thinner now.

I would rather she had eaten less during high school.

I suggested that she should eat less and exercise more.

Ask Ss to talk in groups of four and make up some sentences using the subjunctive mood

Pick up some Ss to show their group’s sentences

Blackboard design (板书设计)

?

Subjunctive Mood

if-clause

object clause

wish: present--- past tense

past--- past perfect

future--- would do

would rather : past—past perfect

present—past tense

future—past tense

that+ should do



?

教学反思

本节课我通过不同形式教学方法，设置不同的任务，基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。

? 首先，课堂的导入是十分重要的，好的导入能够紧紧抓住学生的心理和兴趣，使课堂教学更具趣味性和艺术性。所以，本节课我设置的导入话题是令人后悔的事，举了与过去，与现在，将来事实不一致的三个例子。这些例子是来源于学生们喜欢的电影，可以激发学生的兴趣，让学生能够对接下来的内容有兴趣。?

其次，教学内容的设计也符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。在任务的设置中应充分考虑学生是否能够完成。本堂课是语法讲解课，所设置的任务难度合适，大多数学生都能顺利完成。具体来说在对旧的语法知识的复习中，我通过让学生自己填表总结的方式来复习以前所讲的语法知识。在新的语法知识的学习中，我主要通过让学生观察例子，小组讨论并且让学生自己去找出相应的语法规则。在课后总结环节，我主要通过小组活动，通过每个人后悔的事来用所学的虚拟语气造句。在此过程中，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望。最后，根据新课标的要求---学以致用，结合学生的实际生活引导他们讨论每个人的后悔的事情，让学生把虚拟语气学以致用。

在本课时的教学中有很多的地方值得我去认真地反思：

? 1．由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止，导致气氛没有预想的热烈。所以在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型。多多训练他们的口语，鼓励学生大胆开口。

? 2．由于本堂课任务多，容量大，导致完成任务时间较紧，没有足够讨论时间，今后应注意教学步骤间的紧密衔接，充分体现教师主导、学生主体作用。

? 3．要充分考虑到预设与生成的关系，特别是在预设阶段，要充分考虑到学生的实际，掌握学生的心理特点与认知过程，一步步地呈现给学生，由易到难，由浅入深，这样在生成阶段学生才会更好地掌握知识，不会出现冷场的现象。

4. 由于本节课是一节语法课，所以可以在最后环节设置一些高考题的渗透，并且让学生讨论如何去做有关虚拟语气的练习题。做到真正的学以致用。

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