高中英语语法虚拟语气教学设计.doc

高中英语语法虚拟语气教学：The subjunctive mood
厦门第十中学 吕瑞珠
一、概述
本节课是高中英语语法教学课，授课内容为虚拟语气，授课对象是高三年学生。从呈现、加深记忆、巩固到实践并将语言项目运用于写作中并做适当的点评，大概需要两课时。但我这里着重阐述的是第一课时的教学内容、教学策略等。
通过本节语法教学课的学习，学生重新整合自己的有关虚拟语气的知识，复习已知的虚拟语气的表达形式如：I wish I could fly freely in the sky like a bird; It is high that you got up.等等，并学习新的表达形式如：The English teacher suggested that we should read the English newspaper every day; I would have passed the English exam if I had worker harder in the past 20 days.最为重要的是，学生在学习完虚拟语气的表达形式后，要在写作中运用。
虚拟语气在高中英语语法的难点之一，多数学生感到费解，因此也更需要老师的指导与相应的实践与运用，并且较好地掌握虚拟语气的表达形式，有助于扫除学生阅读过程中对个别句子的理解。
二、教学目标分析
1． 知识与技能
1）复习学生已掌握的虚拟语气表达的句型：
I wish I were… / I could …
It is high time that you did your homework..
If I were you, I would…
2) 学习虚拟语气新的表达方式，尤其是if引导的虚拟条件状语从句，掌握与现在事实、与过去事实、与将来事实相反的三种虚拟语气的表达，特别是主句与从句时态的呈现；还有引导出的宾语从句需要运用虚拟语气的动词，如suggest, insist, propose, demand and so on.
3）培养学生运用所学知识表达自己的思想的能力。
2． 过程与方法
1）引导学生在欣赏英文歌曲An Angel的情景教学过程中，开启对虚拟语气表达已有的知识记忆。
2）引领学生在师生问答语言交际过程中，慢慢理解并领悟if引导的虚拟条件句的表达形式，并通过句子翻译得以巩固。
3）在小组讨论协作学习过程中近一步巩固虚拟语气的表达形式，为在写作中得体运用虚拟语气的表达做充分的准备。
4）学生在写作中运用虚拟语气表达形式。
3． 情感态度与价值观
学生可以尝试运用虚拟语气的表达形式抒发内心美好的想法，如if I had a large amount of money, I would set up a new school for the children in the village；或者对曾经应该做好却没有做到的行为进行反思，像If my grandmother had not passed away , I would have spent more time with her；也可以利用写信的方式表达对身边人的感恩，如if I could spare more time, I would help my mother to do more housework..
三、学习者特征分析
1．授课对象并不是我本校的学生，而是集美区乐安中学高三的学生， 学生英语听、说、读、写综合能力差，基础知识很薄弱缺失较多，运用英语思维的能力差，语言表达能力有待提高。
2．学生虽然已经接触过虚拟语气，但并没有掌握只是处于一知半解的层面，对于相当一部分的学生而言，虚拟语气并没有在头脑储存，而是几乎全部还给了老师。
3）对于这样的学生，教学设计的起点就要适当降低，要增加教学设计的娱乐性与趣味性，调动其学习的积极性，设计语言实践任务时符合学生的水平，使他们有发挥的空间。
四、教学策略选择与设计
1）根据学生的实际情况，我以“学教并重”的教学策略为主，既照顾到学生的主体作用，又充分考虑到学生的现状：基础知识薄弱，理解吸收能力欠缺，使其在学习过程对老师的依赖较大，因此教师的主体作用应得到充分的发挥。
2）整个教学过程中运用了师生互动策略：就PPT展示的资料和提出的问题进行师生听说活动，教师巧妙引导出虚拟条件句。
3）小组协作策略：在某些话题中展开小组讨论，最后由小组成员共同总结发言。
4）评价激励策略：对于积极参与课堂教学活动的学生，利用形成性评价记录表，记录他们曾经的学习过程，从而使他们受到一定的激励。
五、教学资源与工具设计

教学媒体选择分析表
知识点
学习
目标
媒体
类型
媒体内容
要点
教学
作用
使用
方式
所得
结论
占用
时间
媒体来源
虚拟语气旧知识
激趣
英文歌曲An angel
幻灯片展示歌词，着重强调含虚拟语气的句子
B
E
激发兴趣，引起共鸣，活跃课堂气氛
3分钟
下载
If引导的与现在事实相反的条件句
认识
课件
图片、与现在事实相反条件句例句
C
A
知道与现在事实相反条件句表达形式
20秒
自制
If引导的与过去事实相反的条件句
认识
课件
图片、与过去事实相反条件句例句
C
A
知道与过去事实相反条件句表达形式
20秒
自制
If引导的与将来事实相反的条件句
认识
课件
图片、与将来事实相反条件句例句
C
A
知道与将来事实相反条件句表达形式
20秒
自制
三种条件句
掌握
课件
表格
J
D
巩固三种虚拟条件句
15秒
自制
三种条件句
探索
课件
小组探讨活动表述文字
G
B
使用三种虚拟条件句
15秒
自制
其它虚拟语气句子
认识
课件
虚拟宾语从句
H
C
掌握特殊动词引导的虚拟宾语从句
1分钟
自制
虚拟条件句与宾语从句
综合应用
课件
语言运用任务表述文字
J
H
虚拟语气综合运用
1分钟
自制
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.其它.
六、教学过程
Step 1: Warming Up
教师随机询问几个学生对高中学习生活的感受：What do you think of Senior high school life? Boring? Busy? Even painful? ( 问题的设置是为了引起学生在情感上的共鸣，从而可以很自然地过渡到英语歌曲的欣赏上，使之在紧张的学习中得以放松。)
Oh, yes, boring because of from classroom to the dining room and from the dining room to the dormitory day after day.
Oh, maybe busy because of so much homework and endless exams.
Painful! Why do you think so? You have to be under a lot of pressure. You often get depressed and sometimes you want to give up.
So now I’ll give you a chance for you to relax. Let’s enjoy a song together.
( 学生欣赏英语歌曲 “天使” 并且在老师的引导下关注虚拟语气的句子 )
An Angel
I wish I had your pair of wings I had them last night in my dreams
I was chasing butterflies till the sunrise broke my eyes
Tonight the sky has glued my eyes because what they see is an angel hive
I've got to touch that magic star and greet the angels in their hive
Sometimes I wish I were an angel
Sometimes I wish I were you
Sometimes I wish I were an angel
Sometimes I wish I were you
All the sweet honey from above
Pour it all over me sweet love
While you're flying around my head
Your honey kisses keep me fed
I wish I had your pair of wings Just like last night in my dreams
I was lost in paradise I wish I had never opened my eyes
Sometimes I wish I were an angel
Sometimes I wish I were you
Sometimes I wish I were an angel
Sometimes I wish I were you
But there's danger in the air
Trying so hard to be unfair
Danger's in the air
Trying so hard to give us a scare
But were not afraid
Sometimes I wish I were an angel
Sometimes I wish I were you
Sometimes I wish I were an angel
Sometimes I wish I were you
欣赏完歌曲，教师再次通过师生间的问答，让学生深刻体会虚拟语气的表达的意义。
Question1: Is the singer an angel? Of course not, so she sang:
I wish I were an angel but in fact she is not an angel. ( 导入话题虚拟语气 )
Question 2: Did the singer open her eyes? Of course yes, so she sang
I wish I had never opened my eyes but actually she opened her eyes.
Conclusion: So you know, if you want to talk about something that is not realistic, that is not a fact or that is difficult to come true, you can use Subjunctive mood. ( 幻灯打出本节课要复习的语法虚拟语气)
Step2: Presentation ( 条件从句的虚拟语气，与现在、过去和将来事实相反 )
T: ( 显示姚明图片) A popular basketball player and in the Beijing Olympic Games Yao Ming had exercellent performances. If I were Yao Ming, I could grow so tall and play basketball so well. Maybe you are also Yao Ming’s fan and if you lived in America you might come across Yao Ming in the street.
照片2： 美国新当选总统奥巴马
T: This is the newly-elected president of America. If I had taken part in the voting, I would have supported Obama ( 与过去事实相反的虚拟语气的句子)
照片2与照片3：Both Yao Ming and Obama are famous and popular among American people now. Imagine “ If Yao Ming were to meet with Obama, what would he say to the new president? ( 引导学生说出Congratulations ) Yes, so we can say “ If Yao Ming were to meet with Obama, he would say congratulations to the new president. ( 与将来事实相反) or you can say If Yao Ming should meet with Obama he would say congratulations to the new president.
Step 3 Summary in short
T: So, we can use subjunctive mood to talk about something that is not a fact but we should pay attention to the tense. ( 时态)

时间 动词
( if- ) 从句
主句
与现在事实相反

V-ed
Were
would/should/could/might + V ( 原形)
与过去事实相反

had+ p.p

would/should/could/might+have +Vp.p ( 过去分词)
与将来事实可能相反

should+v.
V-ed
were to +v
would/should/could/might +V ( 原形 )

Step 4 Practice
T: I’m sure now you know more about the subjunctive mood. Ok, let’s do some exercise to see how well you can use it.
Practice 1 用括号内动词的正确形态填空
1. If I _______ ( be ) in your position, I would have the same feeling about it.
2. If I could fly, I _____________ ( make ) friends with birds.
3. If she had won the game, she ________________ ( phone ) you immediately.
4. Nothing wouldn’t have happened if you ____________ ( be ) there last night.
5. If you ________( visit ) the school tomorrow, you would see me.
Practice 2 Complete the following sentences: ( 开放式的练习检测学生掌握虚拟语气的情况)
If I had a large sum of money, __________________________________________
If we had three days off, ______________________________________________
.If you had got there earlier, _____________________________________________
If an earthquake should / were to happen in Xiamen, _________________________
.Step 5 Other kinds of subjunctive mood
T: Just now we practiced Of course, there are some other kinds of subjunctive mood. ( 选择其中几种讲就可 )
1． wish
2． as if / as though
3． 一坚持 （insist） ，两命令（ order ） ，三建议（ advise, suggest, propose） ，四要求（ demand, require, desire, request）
4． It’s time that sb did sth
Step 6 Use freely ---Writing ( 有时间做 )
T: Ok, in today’s lesson we reviewed the subjunctive mood. Now let me see whether you can use it freely.
Today your lesson isn’t given by your own teachet but me.
So now I want you to write a letter to your English teacher. You can talk about anything you like but in your writing you should try your best to use two to three sentences with subjunctive mood. ( 这个设计难度学生能接受吗？)
Step 7 Homework
虚拟语气的巩固练习
开始
复习提问
回答提问
听课思考
讲解引题
演示实验
录像课件
参与实验
观察思考
指导观察
小组讨论
班级总结
归纳点评
引导新疑
小组讨论
设计探究
小组讨论
班级举例
点评总结
故事激趣
结束
录像课件

这一部分是该教学设计方案的关键所在。
在这一部分，要说明教学的环节及所需的资源支持、具体的活动及其设计意图以及那些需要特别说明的教师引导语。

开始
复习提问
回答提问
听课思考
讲解引题
演示实验
录像课件
参与实验
观察思考
指导观察
小组讨论
班级总结
归纳点评
引导新疑
小组讨论
设计探究
小组讨论
班级举例
点评总结
故事激趣
结束
最后，画出教学过程流程图。同时，流程图中需要清楚标注每一个阶段的教学目标、媒体和相应的评价方式。

七、教学评价设计
创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。另外，可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价。

八、帮助和总结
说明教师以何种方式向学生提供帮助和指导，可以针对不同的学习阶段设计相应的不同帮助和指导，针对不同的学生提出不同水平的要求，给予不同的帮助。
在学习结束后，对学生的学习做出简要总结。可以布置一些思考或练习题以强化学习效果，也可以提出一些问题或补充的链接鼓励学生超越这门课，把思路拓展到其他领域。