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视频标签：If Clause
所属栏目：高中英语优质课视频
视频课题：外研版英语高二必修6 Grammar The Subjunctive Mood in If Clause贵州
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外研版英语高二必修6 Grammar The Subjunctive Mood in If Clause贵州省毕节第一中学
教 学 设 计
Teaching Design
Grammar:The Subjunctive Mood in If Clause
·理论依据
《新课标》提出高中英语语法需从用的角度出发，强调语法教学不能局限于语法范畴内，必须与逻辑思维、文化意识、篇章语境等联系起来，从而发展学生的语法意识，确保语言使用的准确性。 ·教学内容分析
本节课主要通过自主学习和探究、小组合作学习来掌握非真实条件句中的虚拟语气。通过“看例句-总结规律-完成练习”的学习过程，掌握具体语境中非真实条件句中的虚拟语气的用法。 ·学生分析
高二的学生对高中的英语学习有了一定的认识， 并且积淀了一定的语法基础，具备一定的语言逻辑分析能力。该课授课对象为高二年级的重点班学生，具有一定的英语基础。本节课的“非真实条件句中的虚拟语气”是新的语法内容，为了避免语法的枯燥性，该课设置为情境教学，加大了学生的参与度。 1. Teaching Aims:
·Three-dimensional targets (1) Knowledge Aims:
After this class, the students will make a better understanding of the subjunctive mood in if clause. They can put them into practice in their daily life.
(2) Ability Aims:
①By observing examples, the students can discover the predicate forms in unreal conditionals, including the contrary to the present and the past. ②After finishing the exercises, the students will learn to apply what they have learned in practice. (3) Emotional Aims:
①By finishing the learning tasks, the students are encouraged to learn on their own, as well as cooperate with their group members. Meanwhile, it is useful to arouse students’ interests by learning in context.
②By the end of the class, students’ awareness of law will be raised. They will get to know the basic knowledge of law as a teenager. 2. Teaching Important Points
(1) Enable the students to learn how to use the subjunctive mood in unreal conditionals properly.
(2) Enable the students to improve their comprehensive language study ability.
3. Teaching Difficult Points
(1) Discover the rules of predicate forms in unreal conditionals.
(2) Make sentences on their own to continue a story with subjunctive mood by using their imagination. 4. Teaching methods
Task-based language teaching, English communicating teaching
approaches. 5. Teaching aids
A computer, a projector and some slides.
Teaching procedures & ways Step 1. Greetings Step 2. Lead-in
Activity 1: There are some words missing in the lyrics of the song. Listen to a song and find the words to fill in the blanks. If I Were A Boy - Beyoncé If I_____a boy Even just for a day
I______roll out of bed in the morning And throw on what I wanted and go Drink beer with the guys And chase after girls
I______kick it with who I wanted And I______ never get confronted for it Because they'd stick up for me If I ______ a boy I think I ______understand How it feels to love a girl
I swear I’d be a better man I_______listen to her
Cause I know how it hurts When you lose the one you wanted Cause he's taken you for granted And everything you had got destroyed
More examples in context
The teacher will use pictures to make sentences with the same structure in the lyrics.
①If I were Mr Zhai, I would give you no homework. ②If I grew up in Bijie, I would enjoy the dish “Suantang”.
③If I had come here earlier, I would have visited “Ye Langxi” theme park.
④If I had visited the theme park, I would have enjoyed myself.
*Purpose: It will be able to arouse students’ interests by enjoying the song
containing the grammar points. They will be active to listen and find the missing words related to the grammar points. Besides, it will help the students have a brief overview of the subjunctive mood.
*Teacher: Get the students to read the four sentences and lead them to find the common thing.
*Students: Read the four sentences loudly and find out what they have in common. *Purpose: The four sentences are used in context with the contrary to the present and the past, which is to strengthen the students’ understanding of the structure of the subjunctive mood.
Guided questions:
1. What kind of situation are these four sentences trying to tell us? 2. Are they talking about real or unreal situation? 3. What do they have in common? Step 3. Reading and discovering
Activity 2: Read the passage and underline the unreal if clauses in the passage. Get the students to summarize the features of subjunctive mood based on the sentencs they have just underlined. Then fill in the blanks.
My Friend Lihua
I have known my friend Lihua for many years and am very fond of him, but he has some strange ideas. Now he can’t help imagining something strange. For example, he says that if he had money, he would ask scientists to clone him. When I ask him why he would like this, he replies, “When I was young, if my parents had been richer, I would have had one more sister or brother.” However, I don’t feel the same at all. I have three sisters and two brothers. After hearing that, I think to myself, “If I had been born in the family of Lihua, I would have got more care.” Besides, Lihua has other strange ideas. For example, he says that if scientists allowed him, he would travel to the moon. When he says this, I reply that if it were possible, I would like to live to be two hundred. “Me too,” Lihua replies, although he knows I am joking. So this is my cute friend. Do you think he is a dreamer?
The features of the subjunctive mood
Time If-clause
Main clause
*Teacher: Read the passage My Friend Lihua and then underline the unreal if clauses in the passage. Get the students to tell the difference amoung the sentences by finding the clues in the passage. It’s time for them to summarize the features of subjunctive mood based on the sentences they have just underlined.
*Students: Discuss with partners and exchage their ideas with their group members. Then write down their ideas in the blanks.
*Purpose: To cultivate students’ inductive ability by observing examples.
Guided questions:
1. How many sentences have you underlined? What are they? 2. Do they look different? What causes the difference? 3. Can you find the clues in your passage?
4. Could you exchange your ideas and write them down in the blanks? Activity 3: Sentence completion
①My friends are busy. Therefore, we can’t go to see the new film. If my friends ____ busy, we ________ to see the new film.
②I didn’t have time last year, so I didn’t see the Love of the Hawthorn Tree.
If I _______ time last year, I ___________ the Love of the Hawthorn Tree.
③If he ________(get) two rabbits yesterday, he ____________(have) another big meal
Activity 4: Watch the video and act out the scene. If I ________ (be) given one more chance now, I __________ (say) to the girl, “I love you.”
If I ______ (have) to set a time limit to our love, it ______________ (be)
Purpose: To deepen the students’ understanding of the subjunctive
mood in if clause. After knowing the features of the subjunctive mood, they are able to put them into practice.
10,000 years.
Activity 5: Group work- Sentence chain(句子接龙) 1. First fill in the blanks.
About the farmer and the snake
What would have happened if the farmer hadn't seen the snake?
If the farmer ___________(not see) the snake, he _________________ (not put) it under his coat; if he __________ (not put) it under his coat ,the snake ___________________ (not bite)him; if he ___________________ (not bite) ,he __________________(not die).
topic 1: If I were the headmaster of our school,… topic 2: If the cellphone had never been invented,…
Step 4. Summary Step 5. Assignment
Write a short passage under the subject “A regretful thing” with unreal if-clause sentences.
*Purpose: To arouse the students’ interests by acting out the scene of a popular film with the structure of the subjunctive mood.
*Teacher: Get the students to fill in the blanks to finish the story about the farmer and the snake. Then ask the students to do the activity-sentence chain. There will be four sentences in each group and each group will make up their own story by using “if”clause to start with their sentence. The second student will go on the story using the second half of the first sentence. There are two topics for them to choose. *Students: Be active to think. Discuss and exchange their ideas to go on their own story.
*Purpose: To motivate the students’ enthusiasm to put the structure of the subjunctive mood into practice and express their own ideas.
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