Teaching Plan 课型: Grammar 教学内容: Subjunctive Mood 执教者:刁蔚琛 教学内容分析 本节课主要通过学生自主学习和探索性学习来掌握虚拟语气的三个非真实条件句的句 型,通过词一句一篇章,由简入深的练习,让学生学会把虚拟语气运用到英语写作中。 eaching aims I. Three-d D) Language knowledge and skills After the class, students will learn three sentence structures of Subjunctive Mood and how to use them 2)Process and methods A. By sentence study, students discover when to use Subjunctive Mood and the three sentence structures of it B By discussing, students learn to analyze when to use Subjunctive Mood and three sentence structures of it C. By practice and evaluation, students learn to express themselves in Subjunctive Mood 3)Affective attitudes By practice, students are encouraged to learn to cooperate with others. Meanwhile, students are helped to have active and positive attitudes towards english learning IL. Key points: 1) Enable the students to learn how to write sentences using Subjunctive Mood 2) Improve the students' comprehensive language study ability Ill. Difficult points: Discover what Subjunctive Mood is, when to use it and three structures of it 2. Teaching methods Task-based Approach, case study 3. Ways of learning Discussion, cooperative learning, group work and oral practice 4. Teaching aids A computer and a projector Teaching procedures Focuses, reasons, or expected results
1 Teaching Plan 课型：Grammar 教学内容：Subjunctive Mood 执教者：刁蔚琛 教学内容分析： 本节课主要通过学生自主学习和探索性学习来掌握虚拟语气的三个非真实条件句的句 型，通过词—句—篇章，由简入深的练习，让学生学会把虚拟语气运用到英语写作中。 1.Teaching aims: I. Three-dimensional targets: 1) Language knowledge and skills After the class, students will learn three sentence structures of Subjunctive Mood, and how to use them.. 2)Process and methods A. By sentence study, students discover when to use Subjunctive Mood and the three sentence structures of it. B. By discussing, students learn to analyze when to use Subjunctive Mood and three sentence structures of it. C. By practice and evaluation, students learn to express themselves in Subjunctive Mood. 3) Affective attitudes By practice, students are encouraged to learn to cooperate with others. Meanwhile, students are helped to have active and positive attitudes towards English learning. II. Key points: 1) Enable the students to learn how to write sentences using Subjunctive Mood. 2) Improve the students’ comprehensive language study ability. III. Difficult points: Discover what Subjunctive Mood is, when to use it and three structures of it. 2. Teaching methods Task-based Approach, case study 3. Ways of learning: Discussion, cooperative learning, group work and oral practice 4. Teaching aids A computer and a projector. Teaching procedures: Focuses , reasons, or expected results
Step i lead-in(a guessing game)(2) Focus: To arouse the interest by playing T: Do you like playing games? game with them and to help Ss: Yes students form a picture of what T: Today, I would like to play an interesting game with you. It is Subjunctive Mood is a guessing game, a game for you to get to know more about me. Please guess how old i am Ss: Focus: stepⅡAims(1”) To get students to know what We are going to learn they are going to learn in todays 1. When to use Subjunctive Mood? 2. Three sentence structures of Subjunctive mood Step ii study and discover( 10) F 1. Teacher leads students in studying Situation One 1. To discover when to use 2. Students study the other two situations themselves and discover ubjunctive mood and its three sentence structures when to use Subjunctive Mood and its sentence structures to sum up the rule of 3. Students do some practice to get familiar with the structures a grammar by case study Step I Consolidation(10) F Students have a competition 1. To practice the structures in Students, divided into 4 groups, are given 3 groups of items to a relaxing way. 2. To try to make sentences choose from--multiple choices, sentence completion and sentence using Subjunctive Moo making of different scores Step v Put what they learnt into practice.(8) To practice using Subjunctive Students read the passage and fill in the blanks using what they mood in a passage have just learnt Step v oral practice (7) Focus: Students discuss the following topic in their group 1. To work in groups and solve Topic 1: What would you do if you could predict the future? problems together 2. To do oral compositions Topic 2: What would have happened if the terrible earthquake using Subjunctive Mood hadn't hit Sichuan Province in 2008?
2 Step I Lead-in (A guessing game) (2’) T: Do you like playing games? Ss: Yes. T: Today, I would like to play an interesting game with you. It is a guessing game, a game for you to get to know more about me. Please guess how old I am. Ss:… Step II Aims ( 1’) We are going to learn: 1. When to use Subjunctive Mood? 2. Three sentence structures of Subjunctive Mood Step III Study and discover( 10’) 1. Teacher leads students in studying Situation One. 2. Students study the other two situations themselves and discover when to use Subjunctive Mood and its sentence structures. 3. Students do some practice to get familiar with the structures. Step IV Consolidation (10’) Students have a competition. Students, divided into 4 groups, are given 3 groups of items to choose from—multiple choices, sentence completion and sentence making of different scores. Step V Put what they learnt into practice. (8’) Students read the passage and fill in the blanks using what they have just learnt. Step V Oral practice (7’) Students discuss the following topic in their group. Topic 1: What would you do if you could predict the future? Topic 2: What would have happened if the terrible earthquake hadn’t hit Sichuan Province in 2008? Focus: To arouse the interest by playing a game with them and to help students form a picture of what Subjunctive Mood is. Focus: To get students to know what they are going to learn in today’s lesson. Focus: 1. To discover when to use Subjunctive mood and its three sentence structures. 2. To learn to sum up the rule of a Grammar by case study. Focus: 1. To practice the structures in a relaxing way. 2. To try to make sentences using Subjunctive Mood. Focus: To practice using Subjunctive Mood in a passage. Focus: 1. To work in groups and solve problems together. 2. To do oral compositions using Subjunctive Mood
Topic 3: If you were a volunteer of the 2010 Jieyang Asian Games what would you do? Step vi Extra Activity--Enjoy and learn a song--hero Focus: To help students If time permits, students listen to the song, fill in the blanks and consolidate what they have learnt in a more interesting way learn to sing it Step vI Summary(1”) Focus: To summarize what they What have you learnt today? have learnt 1. What is Subjunctive Mood? 2. When to use Subjunctive Mood? 3. Three sentence structures Step vII Assignment(1”) 1. Grammatical filling 2. Writing Attached:(板书) Subjunctive Mood If i were 18 would be a high school student When to use it Structures Reflections: Possible problems: Students may have difficulty discovering the structures of Subjunctive Mood Ways out: Setting an example for them Possible results: By a lot of practice, students may have a clear picture of what Subjunctive mood is. when to use it and three sentence structures of it
3 Topic 3: If you were a volunteer of the 2010 Jieyang Asian Games, what would you do? Step VI Extra Activity--Enjoy and learn a song--hero If time permits, students listen to the song, fill in the blanks and learn to sing it. Step VI Summary (1’) What have you learnt today? 1. What is Subjunctive Mood? 2. When to use Subjunctive Mood? 3. Three sentence structures. Step VII Assignment (1’) 1. Grammatical Filling 2. Writing Attached: (板书) Focus: To help students consolidate what they have learnt in a more interesting way. . Focus: To summarize what they have learnt. Reflections: Possible problems: Students may have difficulty discovering the structures of Subjunctive Mood. Ways out: Setting an example for them. Possible results: By a lot of practice, students may have a clear picture of what Subjunctive Mood is, when to use it and three sentence structures of it. Subjunctive Mood. If I were 18, I would be a high school student. When to use it Structures