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視頻課題：高二英語語法與詞匯Unit11 Deliver messages in different ways Grammar in use - The Subjunctive Mood in If-clause陜西省 - 西安
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高二英語語法與詞匯Unit11 Deliver messages in different ways Grammar in use - The Subjunctive Mood in If-clause陜西省 - 西安
課文標題： Grammar in use - The Subjunctive Mood in If-clause
單元名稱： 高中英語語法與詞匯Unit11 Deliver messages in different ways 教材版本： 人教版 授課年級： 高二年級
一、整體設計思路
Idea of Lesson Design
Different from a traditional grammar class, which usually uses the
deductive method to teach grammar, this lesson will use the guided discovery method, which is similar to inductive way to teach grammar. Students are presented with a lot of authentic language data and then are guided to discover the underlying of the structure as well as its meaning in the context followed by explicit teaching and learning of the target structure.
Teaching the subjunctive mood in if-clause can be a lot of fun if it is taught in an engaging way. Free talks about students’ daily life and the teacher’s trip to Chongqing gives the teacher an appropriate opportunity to lead in the sentences in the subjunctive mood naturally, which can both raise students’ awareness and their interests. As the lesson is unfolded based on the studying pattern: studying the rule, finding the rule and applying the rule, it is not a difficult task for students to master the rules of the subjunctive mood in past and present tenses. By providing them real situations, the tasks are well designed from simple to complex in a way to allow students to discover and apply the rules by themselves spontaneously. Students act as a real master in class while teachers as a director. The whole lesson concentrates on scenes, which are familiar and interesting to all students. The topics which are selected elaborately, are what the students concern most in their school life.
In addition, English teaching is to develop not only students’ language knowledge and skills, but also their learning strategies, cultural awareness and emotion and attitude. The topics including friendship and parents, seizing time to name a few provide students with an opportunity to consider their attitudes towards the meaning of life.
The Analysis of Teaching
This is the third period of this unit, which mainly deals with the grammar,
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Material
the subjunctive mood in if-clause. In the English language, verbs are often divided into three different moods, that indicative mood, the imperative mood and the subjunctive mood. The subjunctive mood is used to express a condition, which is unreal or imaginary. In this period, we will just focus on part of the usages of the subjunctive mood, which is the subjunctive mood in if-clause in past and present tenses. It is an appropriate opportunity for the students to understand the reading text better and improve their reading and writing skills after learning this period.
The Analysis
of Students
Senior Two students have a good foundation and are always willing to learn new knowledge. They are active and have a good command of oral English. Though some students may have noticed the subjunctive mood before, they are not clear about the features of the subjunctive in if clause and are
confused about when and how to use it as well. The topics and reading contexts
in this period are designed based on their school lives, which are what they concern most. As they also have strong learning abilities and based on their existing grammar knowledge, the activities about discovering and applying the rules of subjunctive mood will not be big obstacles for them. 二、教學目標 Knowledge objectives
To enable students to understand the form and meaning of the subjunctive mood in if-clause in past and present tenses.
Skill objectives
1. To develop students’ understanding and skills in using the subjunctive mood in if-clause in past and present tenses.
2. To enable the students to apply the rules of the subjunctive mood in if-clause in past and present tenses to reading, speaking and writing in a proper situation freely. Emotional objectives
1. To stimulate students to become interested in grammar learning by
presenting funny examples and pictures and setting scenes closed to their school life to students.
2. To encourage students to learn in cooperation ways with their classmates
to raise their sense of self-confidence and improve their ability of cooperative learning by group activities. Strategy objectives
1. To encourage students make specific observations, detect patterns, formulate hypotheses and draw conclusions.
2. To guide students to work out the grammar rule by providing them with examples, exercises and questions, etc.
三、教學重難點
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Teaching key
points
1. To help students to understand and master the form and meaning of the subjunctive mood in if-clause in past and present tenses; 2. To enable students to apply the subjunctive mood in if-clause in past and present tenses into expressing their ideas in proper situations freely.
Difficult points
1. To enable every．．．．．
student to understand and master the form and meaning of the subjunctive mood if-clause in past and present tenses; 2. To enable most．．．． of the students to apply the subjunctive mood in if-clause in past and present tenses into expressing their ideas in proper situations freely.
四、教學過程 教學環節
教師活動
學生活動
設計意圖
Ⅰ. Leading in
Task-Free talk (3 mins)
1. Show some pictures to students (Ss) and ask students questions about their daily lives. Picture 1:
1) Do you love English?
2) Do you enjoy your English
class?
2. Show the sentence “If I were
your teacher, I would know more
about you” on the slide.
3. Ask more questions about Ss’
daily lives and introduce another
three sentences in subjunctive
mood to them.
Picture 2:
If you had met me before, you would have known I am an optimistic person. Picture 3:
If I worked in your school, I would know where to have breakfast. Picture 4:
If I had come earlier this morning, I would have visited the beautiful campus.
Listen to the teacher attentively and answer the questions.
以學生的學校生活及家鄉為切入
點，激發學生的學習情緒，讓學生與老師熟悉起來。通過創設情境，自然而然地向學生呈現含有if非真實條件句，輸入真實的語言信息，有意識的讓學生初步認識與現在及過去事實相反的if非真實條件句的形式與意義。
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Ⅱ.
Presentation
Task1 Studying the
rule (2 mins)
Task2 Finding the
rule (5 mins)
Present the four sentences above on the slide and check whether the Ss understand the subtle meaning of the sentences by asking them concept questions as follows:
1) Are you actually my students? 2) Did you know me before? 3) Do I work at your school? 4) Do I have time to visit the campus?
5) What kind of situation are we talking about? Real or unreal?
Answer the questions and think whether the situations on the slide are real or not.
以問題問線索，設計問題情境，引導學生觀察這些句子表達的是事實還是假想的情景，讓學生思考if非真實條件句運用的語言環境及表意功能，加深學生對if非真實條件句的理解。同時，課件上用斜體和紅色來突出語法特征，以提升學生對目標語法結構的關注度。
1. Ask Ss to read the reading context The If Generation and underline the sentences using the subjunctive mood in if-clause. 2. Let Ss work in pairs to summarize the features of the subjunctive mood in if-clause. 1. Ss underline the sentences using the subjunctive mood in if-clause while reading.
2. Work in pairs to complete the Features column.
教師引導學生閱讀含有目標語法的語篇，鼓勵學生對目標語言結構進行觀察、分
析并最終歸納、總結目標語法規
則，語篇的呈現
方式也幫助學生對if非真實條件句用法及表意功能的進一步理解。
Ⅲ. Practice
Task- Sentence completion (4 mins)
Ask Ss to think about what would happen/would have happened in simple situations. The task is designed from easy to difficult:
1) If I were given one more chance now, I would say to the girl, “I love you.” If I had to set a time limit to our love, it would be 10,000 years. 2) We couldn’t get married because Jack died.
If Jack were alive now, we
would be married.
3) My friends were all busy last
Ss are encouraged to complete the gapped sentences together on the board to try using
the grammar.
選擇貼近學生生活的話題為切入點，給學生營造出真實語境，讓學生嘗試使用if非真實條件句，任務設置由易到難，從填空逐步過渡到由學生獨立改寫使用目標語法結構的句子，加深學生對if非真實條件句
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week. Therefore, we didn’t go to see the new film.
If my friends hadn’t been busy
last week, we would have gone to see the new film.
4) They worked so hard. So, they passed their exams.
If they hadn’t worked so hard,
they wouldn’t have passed their exams.
用法及表意功能的理解，同時在師生、生生交際互動中操練，培養學生的信息意識及探索能力。
Ⅳ. Production
Task 1: Consequences chain (8 mins)
1. Divide the class into two groups. Each group has one topic. Let the Ss use the subjunctive mood both in the past and present tenses to express themselves in unreal situations:
1) If I were the headmaster of our school, …
2) If the cellphone had never been invented, …
2. Ask Ss to complete their own stories in groups of four.
4. Invite some of the groups to present their ideas to the whole class.
5. Let Ss choose the most creative sentence chain among them.
1. Ss use the subjunctive mood both in the past and present tenses to express themselves in unreal situations.
2. Based on the topic, the first student starts a sentence with the subjunctive mood in if-clause. The second student makes a sentence based on the second part of the first sentence. So do the third and fourth student. The Ss may come up with sentences like the following:
1) If I had a million dollars, I would travel around the world.
2) If I travelled around the world, I would send postcards to my friends. 3) If I sent postcards to my friends, more people would become my friends. 4) If more people became my friends, …
這是一個將趣味與實踐相結合的練習，充分的調動了學生的認知結構和主體意識，也發揮了學生的想象力，學生的思維越活越，學習越主動，學習效果就會越好。同時，該項活動也給同學一個交際平臺，鼓勵學生合作學習，激發學生的參與意識，表達學生真實所想，實現語言的真正輸出。
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Task 2 If I were him/her… (8 mins)
Task 3 Passage completion (5 mins)
1. Provide Ss with two real situations they may meet within their real life. Let them imagine and discuss with their partners how they would solve these problems if they were the students in trouble. Encourage them to use the subjunctive sentences in the past and present tenses (“If I were him/her…/ If he/she had done …”) to give suggestions to others.
2. Invite some groups to share their suggestions in class.
1. Ss are divided into
two big groups, each of which shares a topic.
2. Ss give suggestions according to the following WeChat massages:
1) “Miss Zhang, with the approach of the mid-term test, I feel very nervous . In order to get high scores, I’ve been studying really hard and always stay up late. But I feel sleepy in school. What should I do?” – by Xiaohong
2) “Hi! I’ve been really upset recently, because some of my classmates use my photos as memes. What would you do/wouldn't you do if you were me? THX!! ”—by Sad Bob
本環節涉及的兩個情景都來
源于學生的真實
日常生活，讓學生在完成任務的過程中，體會和領悟語言形式的表意功能，使所學的語法規則在真實交際中得到運用，從而達到內化規則和有效提高學生語言運用能力的目的。讓學生解決他們切實關心的問題，會讓他們覺得所學語法是有意義的，在成功完成任務后，學生能獲得用英語表達自己的思想的成功感。同時，學生的問題解決能力也得到了鍛煉。
Ask Ss to complete a context using unreal if clauses in the past and present tenses.
Let Ss complete the
sentences with a suitable form of the
verb in brackets to use
the subjunctive mood in if-clause freely. 通過語言輸出任務，鼓勵學
生理解并運用所
學知識，促使學
生自如地運用目
標語法形式。通過讀、寫、說的
方式，促進學生語法知識的內化和語言技能的提升。同時，通過本課兩篇文章的閱讀，能夠引導學生對于生活態
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度進行深入探討，并能夠引導學生正向、積極面對生活，珍惜時間，激勵學生形成正確、全面的價值觀。
Ⅴ.
Summing up
Task- Poem writing (10 mins)
1. Let Ss complete the poem If Time… with the subjunctive mood in pairs to check the condition of Ss’ learning in this period.
2. Encourage Ss to realize the
importance of seizing the time.
1. Ss complete the poem with a suitable form of the verb in brackets in pairs.
2. Read loudly to appreciate the poem together.
本環節利用詩歌創作的形式，根據前面所學內容，檢測學生對本節課學習的效果，也培養學生活用if非真實條件句，同時在自主學習過程中自我評估學習效果，激發學生學習的主動性和積極性。
Ⅵ.
Assigning homework (1 min)
Write a short passage under the subject “A regretful thing”
with unreal if clauses.
學生不僅在課堂上完成了對if非真實條件句的學習，而且將在課后繼續鼓勵學生活用并鞏固課堂所學的if非真實條件句，強化學生對目標語法的功能和意義的聯接，鍛煉學生將語法在實際語境中的運用能力，促進學生英語綜合能力進一步的提高。
五、板書設計
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The Subjunctive Mood in If-clause
Unreal
Time
If-clause
Main clause Present
If + were/did,
+ would do
Past
If + had done,
+ would have done
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