unit2 虚拟语气教学设计

高中英语选修6 Unit2 Grammar Subjunctive Mood 教学设计

1. Get students have interest in learning grammar 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： 教 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， 学 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 方 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，即 整体语言教学法(Whole Language)。 2.活动教学法： 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，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。

Teaching Procedures

Step1 Lead--in

1. Introduce the usage if-clause to the students and review the three situations to the students: 1)opposit

e to the present fact 2) opposite to the past fact 3)opposite to the future fact 2. Introduce the three examples to the students

1) If I God should give me another chance, I would say three words to the girl “I love you”. 2) If Jack hadn’t 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 introduction of the subjunctive mood used in if-clause

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

2. introduction of the mixed conditionals

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

a. If he hadn’t slept during the English class, he would know how to spell the new words now. b. If he hadn’t copied the other’s homework, he would not be punished by his teacher now. 2) 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 1. the object clause after wish

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

the example sentences a. 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’t made such a mistake. 2) 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 3) exercise

a. I wish I ten years younger now. b. I wish (say) such tough words to you. c. I wish it

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’t come. I would rather you came tomorrow. 2) 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 3） exercise: ask Ss to fill in the blanks

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

b. John wants to see me today. I would rather he (come) here tomorrow than today. c. I’d rather (sit) next to me. d. I’d rather you

3. The object clause in the sentence expressing suggestion

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

Suggested answers:

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) 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

1. Ask Ss what is your regret.

2. Show them the examples of the subjunctive mood

I 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’t eaten a lot during high school, I would 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 mood 4. Pick up some Ss to show their group’s sentences

Blackboard design (板书设计)

Reflection after teaching（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，教学内容设计要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上节课所讲的语法知识。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。在课后总结环节在，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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