高考英语语法-虚拟语气 课程教学设计 teaching plan
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C. By practice and evaluation, students learn to express themselves in Subjunctive Mood.
3) Affective attitudes
By practice, students are encouraged to learn to cooperate with others. Meanwhile, students are helped to have active and positive attitudes towards English learning.
Teaching Plan
课型：Grammar
教学内容：Subjunctive Mood
执教者：刁蔚琛
教学内容分析：
本节课主要通过学生自主学习和探索性学习来掌握虚拟语气的三个非真实条件句的句型，通过词—句—篇章，由简入深的练习，让学生学会把虚拟语气运用到英语写作中。
1.Teaching aims:
I. Three-dimensional targets:
Focus:To help students consolidate what they have learnt in a more interesting way.
.
Focus:To summarize what they have learnt.
Reflections:
Possible problems:Students may have difficulty discovering the structures of Subjunctive Mood.
Topic 3: If youwerea volunteer of the 2010 Jieyang Asian Games, whatwould you do?
Step VI Extra Activity--Enjoy and learn a song--hero
If time permits,students listen to the song, fill in the blanks and learn to sing it.
Students discuss the following topic in their group.
Topic 1: Whatwould you doif youcould predictthe future?
Topic 2: Whatwould have happenedif the terrible earthquakehadn’t hitSichuanProvincein 2008?
Step V Put what they learnt into practice. (8’)
Students read the passage and fill in the blanks using what they have just learnt.
Step VOral practice (7’)Βιβλιοθήκη II. Key points:
1) Enable the students to learn how to write sentences using Subjunctive Mood.
2) Improve the students’ comprehensive language study ability.
Ways out:Setting an example for them.
Possible results:By a lot of practice, students may have a clear picture of what Subjunctive Mood is, when to use it and three sentence structures of it.
Ss:…
Step II Aims(1’)
We are going to learn:
1.When to use Subjunctive Mood?
2.Three sentence structures of Subjunctive Mood
Step III Study and discover(10’)
2. To learn to sum up the rule of a Grammar by case study.
Focus:
1.To practice the structures in a relaxing way.
2.To try to make sentences using Subjunctive Mood.
Discussion, cooperative learning, group work and oral practice
4. Teaching aids
A computer and a projector.
Teaching procedures:
Focuses , reasons, or expected results
Step VI Summary(1’)
What have you learnt today?
1.What is Subjunctive Mood?
2.When to use Subjunctive Mood?
3.Three sentence structures.
Step VII Assignment(1’)
3. Students do some practice to get familiar with the structures.
Step IV Consolidation (10’)
Students have a competition.
Students, divided into 4 groups, are given 3 groups of items to choose from—multiple choices, sentence completion and sentence making of different scores.
Focus:
To practice using Subjunctive Mood in a passage.
Focus:
1.To work in groups and solve problems together.
2.To do oral compositions using Subjunctive Mood.
III. Difficult points:
Discover what Subjunctive Mood is, when to use it and three structures of it.
2. Teaching methods
Task-based Approach, case study
3. Ways of learning:
1. Teacher leads students in studying Situation One.
2. Students study the other two situations themselves and discover when to use Subjunctive Mood and its sentence structures.
Focus:
To get students to know what they are going to learn in today’s lesson.
Focus:
1. To discover when to use Subjunctive mood and its three sentence structures.
A. By sentence study, students discover when to use Subjunctive Mood and the three sentence structures of it.
B. By discussing, students learn to analyze when to use Subjunctive Mood and three sentence structures of it.
1) Language knowledge and skills
After the class, students will learn three sentence structures of Subjunctive Mood, and how to use them..
2)Process and methods
1.Grammatical Filling
2.Writing
Attached: (板书)
Focus:
To arouse the interest by playing a game with them and to help students form a picture of what Subjunctive Mood is.
Step I Lead-in (A guessing game) (2’)
T:Do you like playing games?
Ss: Yes.
T: Today, I would like to play an interesting game with you. It is a guessing game, a game for you to get to know more about me. Please guess how old I am.
3) Affective attitudes
By practice, students are encouraged to learn to cooperate with others. Meanwhile, students are helped to have active and positive attitudes towards English learning.
Teaching Plan
课型：Grammar
教学内容：Subjunctive Mood
执教者：刁蔚琛
教学内容分析：
本节课主要通过学生自主学习和探索性学习来掌握虚拟语气的三个非真实条件句的句型，通过词—句—篇章，由简入深的练习，让学生学会把虚拟语气运用到英语写作中。
1.Teaching aims:
I. Three-dimensional targets:
Focus:To help students consolidate what they have learnt in a more interesting way.
.
Focus:To summarize what they have learnt.
Reflections:
Possible problems:Students may have difficulty discovering the structures of Subjunctive Mood.
Topic 3: If youwerea volunteer of the 2010 Jieyang Asian Games, whatwould you do?
Step VI Extra Activity--Enjoy and learn a song--hero
If time permits,students listen to the song, fill in the blanks and learn to sing it.
Students discuss the following topic in their group.
Topic 1: Whatwould you doif youcould predictthe future?
Topic 2: Whatwould have happenedif the terrible earthquakehadn’t hitSichuanProvincein 2008?
Step V Put what they learnt into practice. (8’)
Students read the passage and fill in the blanks using what they have just learnt.
Step VOral practice (7’)Βιβλιοθήκη II. Key points:
1) Enable the students to learn how to write sentences using Subjunctive Mood.
2) Improve the students’ comprehensive language study ability.
Ways out:Setting an example for them.
Possible results:By a lot of practice, students may have a clear picture of what Subjunctive Mood is, when to use it and three sentence structures of it.
Ss:…
Step II Aims(1’)
We are going to learn:
1.When to use Subjunctive Mood?
2.Three sentence structures of Subjunctive Mood
Step III Study and discover(10’)
2. To learn to sum up the rule of a Grammar by case study.
Focus:
1.To practice the structures in a relaxing way.
2.To try to make sentences using Subjunctive Mood.
Discussion, cooperative learning, group work and oral practice
4. Teaching aids
A computer and a projector.
Teaching procedures:
Focuses , reasons, or expected results
Step VI Summary(1’)
What have you learnt today?
1.What is Subjunctive Mood?
2.When to use Subjunctive Mood?
3.Three sentence structures.
Step VII Assignment(1’)
3. Students do some practice to get familiar with the structures.
Step IV Consolidation (10’)
Students have a competition.
Students, divided into 4 groups, are given 3 groups of items to choose from—multiple choices, sentence completion and sentence making of different scores.
Focus:
To practice using Subjunctive Mood in a passage.
Focus:
1.To work in groups and solve problems together.
2.To do oral compositions using Subjunctive Mood.
III. Difficult points:
Discover what Subjunctive Mood is, when to use it and three structures of it.
2. Teaching methods
Task-based Approach, case study
3. Ways of learning:
1. Teacher leads students in studying Situation One.
2. Students study the other two situations themselves and discover when to use Subjunctive Mood and its sentence structures.
Focus:
To get students to know what they are going to learn in today’s lesson.
Focus:
1. To discover when to use Subjunctive mood and its three sentence structures.
A. By sentence study, students discover when to use Subjunctive Mood and the three sentence structures of it.
B. By discussing, students learn to analyze when to use Subjunctive Mood and three sentence structures of it.
1) Language knowledge and skills
After the class, students will learn three sentence structures of Subjunctive Mood, and how to use them..
2)Process and methods
1.Grammatical Filling
2.Writing
Attached: (板书)
Focus:
To arouse the interest by playing a game with them and to help students form a picture of what Subjunctive Mood is.
Step I Lead-in (A guessing game) (2’)
T:Do you like playing games?
Ss: Yes.
T: Today, I would like to play an interesting game with you. It is a guessing game, a game for you to get to know more about me. Please guess how old I am.