Teaching Plan for Grammar 1. Lesson types: Grammar (input-based) 2. Teaching content: Subjunctive Mood 3. Teaching objectives Knowledge objects Students can know the structure and usages of the subjunctive mood, and use it correctly and properly. Ability objects Students can make sentences using subjunctive mood by themselves. Emotion objects Students will become interested in grammar learning and develop their own ability of comparing and summarizing. 4. Students’ potential difficulties Students may feel confused when to use subjunctive mood and can’t master the rules of subjunctive mood. 5. Teaching methods：brainstorming、scaffolding instruction、cooperative learning 6. Teaching aids：blackboard、computer(PPT)、projector 7. Teaching procedures: Step 1: Lead-in 1. 课前播放If I were a boy, 由此引入其中的一句歌词：If I ______ a boy, I ______ ______ off my phone. 2. 让学生翻译句子：如果明天不下雨，我们就去钓鱼。 3. 呈现两个句子，让学生区分谓语时态上的差别，由此引出虚拟语气及其概念。 Subjunctive mood is used to talk about situations that are not true or not likely to become ture. Step 2: Present 1. 通过三幅图片，展示三个运用了虚拟语气的例句： If I had driven more carefully yesterday, I would not have had a car accident. If I were Lu Han, I would choose Di to be my girlfriend now. If I got 1 million yuan tomorrow, I would buy a iPhone X immediately. 2. 通过例句，分析if虚拟语气的三种情况： ① Imaginary past 与过去事实相反 ② Unreal present 与现在事实相反 ③ Imaginary future 与将来事实可能相反 3. 通过图片，呈现更多例句，让学生能明白虚拟语气适用范围： If the man had not pulled up the crop, the crop could not have been dead. If the farmer had not been kind to save the snake, he should not have died. If the headmaster came to listen to our class at this moment, he might find it interesting. If I were a beautiful lady now, I could be the star on line. If it were to snow in Shantou tomorrow, we might make the snowman together. If it should be Sunday tomorrow, we could sleep till noon. Step 3 Summarize 1. 让学生通过以上呈现的例句，讨论虚拟语气在过去、现在与未来三种情况下，谓语单词时态的变化规律，并写在 学案的表格中； 2. 师生一起进行验证和总结。
虚拟语气和假设语气The subjunctive mood Ⅰ. Teaching objectives: 1. Knowledge aims: 1) all students understand and master different structures of if-clause in subjunctive mood. 2) all students acquire the rules of the subjunctive mood. 3) most students can express their ideas by using this structure. 2. Ability aims: 1) learn to express. 2) learn to cooperative and communicate. 3. Emotional aims: 1) strengthen student’s confidence in English grammar learning. 2) realize the importance of expressing freely. Ⅱ.Teaching important points: 1. Students h ave a good knowledge of the basic rules of if-clause in subjunctive mood. 2. Students can make up sentences by using subjunctive mood. Ⅲ. Teaching difficult points: 1. Students can tell the difference between the real and the unreal condition. 2. Students are willing to express their ideas freely. Ⅳ. Teaching measures: 1. Situation-based teaching method. 2. Communicative teaching method. 3. Task-based teaching method. Ⅴ. Teaching aids: 1. Computer 2. Multi-media Ⅵ. Teaching procedures: Step 1 Lead-in 1
含山县职教中心2016-2017学年度第二学期 教师公开示范课教案 公开课教师：周静 公开课时间：2017年2月23日上午第二节课 公开课地点：高三计算机2班
Subjunctive Mood 虚拟语气专题复习 一．教学目标：虚拟语气是高考的重点，且难度较大。本次课程通过对虚拟语气知识点的复习讲解，总结概括，让学生知道虚拟语气是用来表示人的主观的愿望和假想，达到学生对知识点的熟练运用，在脑海中形成具有条理性的知识框架的目的。 二．教材分析：虚拟语气是高考英语重点和难点，掌握好虚拟语气的重要性对每个参加高考的学生不言而喻。这次课程是高三第一轮复习时对虚拟语气的再次讲解和梳理，全部的知识都经过了高度的总结合概括，均是高考考点。 三．学生特征分析：辅导的学生是高三年级，刻苦努力，理解能力较强，有一定的基础。基本知识掌握一般，且很多重要的知识点已经遗忘 四．教学重点难点：1、真实条件句和非真实条件句的用法。2、虚拟语气用在主语从句，表语从句，同位语从句，定语从句中的用法。3、情态动词+ have + done的用法。 五．教学过程 一．定义：虚拟语气是一种动词形式，表示说话人的一种愿望，假设，怀疑，猜测，建议等含义。虚拟语气所表示的含义不是客观存在的事实。 二．虚拟语气在非真实条件句中 1.概念 真实条件句：表示现实或可能变为现实的条件。 非真实条件句：表示非现实的，或不可能，或不大可能变为现实的条件。 e.g. ①I will go fishing if it doesn’t rain tomorrow. ②If I were a bird, I could fly in the sky. e.g. ①If you had got up earlier,you could have caught the train. ②If he came tomorrow,we could ask him.