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视频课题：高二英语语法与词汇Unit11 Deliver messages in different ways Grammar in use - The Subjunctive Mood in If-clause陕西省 - 西安
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高二英语语法与词汇Unit11 Deliver messages in different ways Grammar in use - The Subjunctive Mood in If-clause陕西省 - 西安
课文标题： Grammar in use - The Subjunctive Mood in If-clause
单元名称： 高中英语语法与词汇Unit11 Deliver messages in different ways 教材版本： 人教版 授课年级： 高二年级
一、整体设计思路
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、教学目标 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、教学重难点
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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、教学过程 教学环节
教师活动
学生活动
设计意图
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.
以学生的学校生活及家乡为切入
点，激发学生的学习情绪，让学生与老师熟悉起来。通过创设情境，自然而然地向学生呈现含有if非真实条件句，输入真实的语言信息，有意识的让学生初步认识与现在及过去事实相反的if非真实条件句的形式与意义。
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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.
以问题问线索，设计问题情境，引导学生观察这些句子表达的是事实还是假想的情景，让学生思考if非真实条件句运用的语言环境及表意功能，加深学生对if非真实条件句的理解。同时，课件上用斜体和红色来突出语法特征，以提升学生对目标语法结构的关注度。
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.
教师引导学生阅读含有目标语法的语篇，鼓励学生对目标语言结构进行观察、分
析并最终归纳、总结目标语法规
则，语篇的呈现
方式也帮助学生对if非真实条件句用法及表意功能的进一步理解。
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.
选择贴近学生生活的话题为切入点，给学生营造出真实语境，让学生尝试使用if非真实条件句，任务设置由易到难，从填空逐步过渡到由学生独立改写使用目标语法结构的句子，加深学生对if非真实条件句
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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，同时在师生、生生交际互动中操练，培养学生的信息意识及探索能力。
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, …
这是一个将趣味与实践相结合的练习，充分的调动了学生的认知结构和主体意识，也发挥了学生的想象力，学生的思维越活越，学习越主动，学习效果就会越好。同时，该项活动也给同学一个交际平台，鼓励学生合作学习，激发学生的参与意识，表达学生真实所想，实现语言的真正输出。
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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
本环节涉及的两个情景都来
源于学生的真实
日常生活，让学生在完成任务的过程中，体会和领悟语言形式的表意功能，使所学的语法规则在真实交际中得到运用，从而达到内化规则和有效提高学生语言运用能力的目的。让学生解决他们切实关心的问题，会让他们觉得所学语法是有意义的，在成功完成任务后，学生能获得用英语表达自己的思想的成功感。同时，学生的问题解决能力也得到了锻炼。
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. 通过语言输出任务，鼓励学
生理解并运用所
学知识，促使学
生自如地运用目
标语法形式。通过读、写、说的
方式，促进学生语法知识的内化和语言技能的提升。同时，通过本课两篇文章的阅读，能够引导学生对于生活态
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度进行深入探讨，并能够引导学生正向、积极面对生活，珍惜时间，激励学生形成正确、全面的价值观。
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.
本环节利用诗歌创作的形式，根据前面所学内容，检测学生对本节课学习的效果，也培养学生活用if非真实条件句，同时在自主学习过程中自我评估学习效果，激发学生学习的主动性和积极性。
Ⅵ.
Assigning homework (1 min)
Write a short passage under the subject “A regretful thing”
with unreal if clauses.
学生不仅在课堂上完成了对if非真实条件句的学习，而且将在课后继续鼓励学生活用并巩固课堂所学的if非真实条件句，强化学生对目标语法的功能和意义的联接，锻炼学生将语法在实际语境中的运用能力，促进学生英语综合能力进一步的提高。
五、板书设计
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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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