1、高中语法虚拟语气教学设计2一学生分析学生英语水平参差不齐,但学生大部分学生有努力上进的愿望，尤其表现在学习小组的学习上。但是学生习惯于被动地接受教学知识，基础知识不扎实，用英语进行思维的能力及综合运用英语的能力较差。加之受母语思维方式的影响，对语法学习感到恐惧，兴趣不浓。二教材分析这节课的内容是本单元的“learning about language”部分，旨在让学生认识带“if”的虚拟语气的结构和用法，掌握省略“if” 的倒装情况并能准确地把其运用到篇章和写作中，达到“三维语法教学”的目的。三教学目标1语言知识和技能1）通过观察句子，运用归纳法归纳出带“if”的虚拟语气的结构。2）能使用虚拟
2、语气对图片和影片进行描述，表达观点，态度和情感。3）能在写作中准确运用虚拟语气运表达自己的情感。2学习策略 通过自己解决问题和小组讨论，培养学生自主探究学习和合作学习策略。3情感态度通过自主学习和合作学习，帮助学生树立了解异国文化，尊重异国文化的意识，培养学生的世界意识和跨文化交际能力。四. 教学重点和难点重点：1）通过观察句子，运用归纳法归纳出带“if”的虚拟语气的结构。2）能使用虚拟语气对图片和影片进行描述，表达观点，态度和情感。难点：能在写作中准确运用虚拟语气运表达自己的情感。五教学策略方法及学法以学生自主学习为中心，结合我校的“目标体验教学模式”，运用归纳教学法，通过开展多个自主学习、
3、合作学习与探究学习的小组学习活动，在活动中渗透分层教学，关注每一个学生的情感等开展教学活动.六.教学工具：课本,多媒体七教学步骤step1.lead in（1分钟）1.ask the students to appreciate a lyrics.if i were a boy , even just for a day , i d drink beer with the guys and chase after girls if i were a boy , i think i could understand how it feels to love a girl . i swear id
4、 be a better man but in fact, im a girl.2. give a defination to “subjunctive mood”.step2.learning aims（1分钟）show the aims of this period to the students.1. master the basic structures of subjunctive mood with “if” clause.2. learn to use subjunctive mood with “if” clause to express your ideas and in y
5、our writing.step3.self-study（8分钟）1. get the students to work in groups of four, make sentences and sum up the rules according to the pictures given.if i won the lottery, i would buy a house with a big garden.if i had magic power like liuqian,i could make my grandmother become a beautiful lady again.
6、if i were a university student now, i would not have so much homework to do.if 从句的谓语形式主句的谓语形式presentif taylor hadnt died last month, she could have had the ninth marriage.if the earthquake hadnt happened in japan on 11th marth, people there would have lived a happy life.if wangbei hadnt received the
7、 cosmetic surgery, she wouldnt have lost her young life.if 从句的谓语形式主句的谓语形式pastif the humans were to die in 2012, i would spend all the money on buying things to my family and friends?if it were to snow/ snowed tomorrow , we could make a snow man.if it should be the spring festival tomorrow, i might g
8、et a lot of pocket money.if 从句的谓语形式主句的谓语形式future2. get the students to sum up the use of subjunctive mood in “if clause”.if 从句的谓语形式主句的谓语形式presentpastfuture3. get the students to observe the following sentences and sum up the use of inversion in subjuctive mood.1. were i a boy, i would be a better ma
9、n2. had wangbei not received the cosmetic surgery, she wouldnt have died.3. should it be the spring festival, i might get a lot of pocket money. step4.self-test（15分钟）（必做）activity1: get the students to make sentences one by one about the things that happened to“titanic” to describean imaginary past a
10、ctionwith“if clause”.(example)j: rose, if i hadnt been on board, i wouldnt have met you.activity2:get the studentsto enjoy a section of the movie(before jack died). work in pairs and then make a dialogue between jack and rose using subjuctive mood referring toan imaginary future situation.activity3:
11、suppose rose is being interviewed by a reporter from shaoguan daily to imagine the life with jack at present. get the students to work in groups of four and make an interview using subjunctive mood referring to thepresent situation.(they can begin the interview in this way.)reporter: hello, rose. im
12、 a reporter from shaoguan daily. would you mind me asking you some questions?rose: please go ahead.reporter: step5.further practice(15minutes) get the students choose one of the following task to finish.（选做题）writing:choose one exercise to finish. (2009年广东高考)以约120个词就“该不该禁止游客和动物拍照”进行议论，内容包括： (1)人们在参观动
13、物园时为什么喜欢和动物拍照； (2)假如你处在那些动物的处境，你会有什么反应； (3)你认为是否应该禁止游客和动物拍照。 write a composition according to the information given. translate the following passage using subjuctive mood with “if”clause.毫无疑问，每个人都有自己的隐私， 动物也是如此。假如我是动物园的动物，我会很不开心，并强烈反对人们的这种行为。假如我是动物园的动物， 我不喜欢别人打扰我的生活， 尤其当我睡觉的时候。假如我是动物园的动物， 我会从笼子里逃出去如
14、果人们持续给我照相，因为我觉得这是他们在取笑我。 fill in the forms to complete the passage.there is no denying that everyone should have his own privacy, so it is with the anmimal. if i were the animals in the zoo, _. if i were the anmals in the zoo, _. if i were the animals in the zoo, _, which made me think they were mak
15、ing fun of me.2. ask one student to write the composition on the blackboard and check it.step6.homework (15minutes1).finish the exercises at page 5.2)try to find more forms about subjunctive mood.八教学评价 自我评价表本节课小组得分所学语法项目能否将此语法运用于写作发言的次数和同学的合作意识如何提高下节课课堂学习1.quite good.2.so so.3.bad.九课后反思本节课能以学生为中心，通过
16、开展一系列的教学活动培养学生的自主探究学习、合作学习能力。其中我觉得有以下几个方面做得较好：1. 利用多媒体技术创设生动活泼的语言情景操练语法项目，提供更多的信息资源，可以激发学生学习英语的强烈兴趣；同时也避免了英语课上总是围绕课本机械操练，重复旧内容的旧模式；并且通过合理设计，达到课堂内容的高密度，让学生在短时间内掌握更多的知识点。这种形象、生动而又直观的语法教学方式，很符合语言学习的规律，可以在很大程度上提高学生学习英语的综合能力。多媒体教学进入课堂是十分可行又十分必要的。正确、合理的利用它将会创造出更和谐、快乐、实效的英语大课堂。2. 打破传统的以教师传授为中心的语法教学规律，运用归纳法
17、，通过创设大量贴近学生生活的情景，对 “if”虚拟语气的结构进行归纳，其间，大胆引用电影“titanic”的故事情节进行大量的假设训练，增加了语法学习的趣味性。最后结合近几年广东高考对该语法项目的考查，进行写作训练，整节课贯穿“听，说，读，写”等基本技能的训练，浑然一体，实现了语法的“三维教学”。课堂设计注重学生的主体作用，培养学生的自主学习和合作学习能力。3. “分层”教学是我校“目标体验教学模式”中的一大亮点。其要求练习设计要分难易，使每个学生都能根据自己的学习情况，选择适合自己的练习，体验到学习的成功感和快乐。练习设计由浅入深，层层深入。我想，在日常的教学活动中，如何设计好分层教学的练习是我们备好每一节课的关键。这节课我感受到的是学生的创造力和师生共同营造的集体合力，如果每一节语法课我们都能使它变得如此生动活泼，简明易懂的话，语法课的“有效教学”离我们还会远吗？
