高中英语 Unit 6 Design Period 4 Lesson 4同步课件 北师大版必修2

第 1 页 Period 3 Grammar—the Subjunctive Mood(1)

整体设计

教学内容分析

This teaching period mainly deals with the grammar：the subjunctive mood.In the English

language verbs are often divided into three different moods—the indicative mood，the imperative

mood and the subjunctive mood.The indicative mood is used to indicate a fact or put forward a

viewpoint.The imperative mood is used to express direct commands or requests.It tells you to

do something.It is also used to signal a prohibition，permission or any other kind of

exhortation.The subjunctive mood is used to express a condition which is doubtful or not

factual.It is most often found in a clause beginning with the word “if〞．It is also found in

noun clauses，following a verb that expresses a doubt，a wish，regret，request，demand，or

proposal.The following are verbs typically followed by clauses with the subjunctive mood：ask，demand，determine，insist，move，order，prefer，recommend，regret，request，require，suggest，wish.

高中英语 Unit1 Art Period 3优秀教案 新人教版选修6

第 2 页

第 3 页

第 4 页 recommend，regret，request，require，suggest，wish.

In this period we will focus on only part of

the usages of the subjunctive mood，that is，the

subjunctive mood beginning with the word “if” and

that following the verb “wish”．

三维目标设计

Knowledge and skills

1．To get the students to know the structure

of the subjunctive mood.

2．To let the students learn the usages of the

subjunctive mood.

3．To enable the students to use the subjunctive

mood correctly and properly.

Process and methods

1．To ask the students to read the reading

passage again，pick out the sentences with the

subjunctive mood from the reading passage and

translate them into Chinese.

2．To ask the students to discover the structure

and usages of subjunctive mood by comparing a lot

of example sentences.

1 第四课时 词汇课

一、教学内容 Discovering useful words and expressions (p. 3); Using words and

expressions (p. 42)

二、教学目标

在本节课结束时，学生能够

 查字典确定词汇在具体语境中的含义。

 了解本单元重点词汇的用法并在语境中使用这些词汇。

三、教学步骤

步骤一 检查作业

请学生在限定时间内根据括号内的英文注释从本单元找出适当的词汇填空，然后教师找几个学生分别说出答案。

2 设计意图：打破常规枯燥的英英互译模式，采取空出课文句子中的重点词汇，请学生根据该词的英文释义填词的方式检测他们对重点词汇含义的理解；同时也使他们体会这些词汇在语境中的应用。

步骤二 重点词汇学习

1. 查字典：教师和学生一起翻开词典，按照字母顺序在词典中查到belong所在页。找到belong to的词条，学习其用法。或者请学生看学生用书p. 3练习三关于belong to的解释和用法。

2. 用法连线：请学生独立将练习三例句中的用法与词典中相应的释义连线。然后教师请几个学生说出答案。如果答案有错误，请其他学生帮助改正。

3. 选择填空：请学生在限定时间内独立完成以下选择填空。然后教师请几个学生说出答案，如果答案有错误，请其他学生帮助改正。

4．利用例句总结学习其他词汇。让学生观察例句，选择蓝色词在句中的确切含义；并用该词或词组造句或者翻译句子。每个句子请一个学生做，其他学生可以发表自己的不同意见。有问题大家一起更正。

2. Does a cultural relic always have to be rare and valuable?

adj.1)worth a lot of money2) very useful or important3) important because there is only a limited amount

Period Four Grammar & Writing

Ⅰ.单项填空

1．It was from only a few supplies that she had bought in the village________the hostess

cooked such a nice dinner.

A．where B．that C．when D．which

2．John’s success has nothing to do with good luck.It is years of hard work________has made

him what he is today.

A．why B．when C．which D．that

3．—I’ve read another book this week.

—Well，maybe ________ is not how much you read but what you read that counts.

A．this B．that C．there D．it

4．It was ________ he came back from Africa that year ________ he met the girl he would

like to marry.

A．when；then B．not；until

C．not until；that D．only；when

5．It was after he got what he had desired________ he realized it was not so important.

A．that B．when C．since D．as

6．He was told that it would be at least three more months________ he could recover and