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1、PEP Senior High School M6 U1 Art
Subjunctive Mood
(Grammar)
Designer: ConnieTime of lesson: 40 minutes
Students: Senior twoTeaching material: PEP Senior high school M6 U1
Textbook analysis: The (heme of this unit is art, and in reading I, students learned four different styles of painting. When
2、 it comes to the grammar point of this unit, it is about subjunctive mood. In this unit, the subjunctive mood most focus on two patterns: MIf...were/did..., ...would/could/might/should and T wish...would/could do...". It is also mentioned the usage of subjunctive mood and its differences in differen
3、t tenses.
Student analysis: Students are senior two students, so they have a rather solid foundation of English, but they may not learn this grammar point systematically before. For most of the students, subjunctive mood is a little bit hard to understand, and some of them may even find it incompre
4、hensible, so it is important to make it as clear as possible for them, especially when it comes to the differences in different tenses.
Teaching focus and difTiculties:
1. Help the students command the usage of subjunctive mood and use it properly, understanding the structures: 4kIf...were/did...?
5、 ...would/could/might/should do..." and "I wish...would/could do...”；Students may find it hard to understand the changes of tense.
Teaching objectives: After the lesson, students are able to:
1. Language abilities:
A. know the structures of subjunctive mood: Tf...wcrc/didwould/could/might/should
6、
do...,, and T wish...would/could do...";
B. understand the functions of subjunctive mood, and distinguish it with normal sentences;Qualities:
A. care more about their own school;
B. be more close with their classmates;Learning abilities:
A. learn by means of comparison and summary;Culture:
A.
7、know more about art.
Teaching method: Task-based language teaching methodTeaching aids:
PPT slides, blackboard, cards, handoutsTeaching procedures:
Stage
Stage aim
Teacher's activities
S(udents, activities
Time
Warming up
To recall Ss' memories of the Reading I in this unit
Reminding Ss of
8、 the different styles of painting, and review some words and phrases
Telling the teacher the 4 styles and the words and phrases that have learned before Work-mode: personal
3mins
Experiencing
To arouse Ss' interest
Playing a tape that is about teachers' discussion on schoofs redecoration, askin
9、g Ss to give their idea
Listening to the tape and thinking of one's own idea Work-mode: personal
3mins
To find out the structure of subjunctive mood
Asking Ss to listen to the tape again and repeat the sentences, find out the structure
Listening to the tape carefully, retelling it and guessing
10、the structure Work-mode: personal
4mins
Exploring
To teach Ss the first structure (If...were/did..., ...w ould/could/might/sh
Completing the structure which Ss just guessed, and use some examples to
Listening to teacher's explanation, reading the examples
Work-mode: personal
6mins
ould d
11、o...)
illustrate it
To teach Ss the function of subjunctive mood
Asking the Ss to read the sentences, and discuss in groups what it functions, then giving them a summary
Reading the sentences and finding out the functions Work-mode: group
5mins
To teach Ss the second structure (I wish...wo
12、uld/could do...)
Giving Ss another group of examples and leading them to find out the structure
Reading the examples and summarize the stnicture Work-mode: personal
4mins
To teach the Ss the differences in different tenses
Giving Ss some sentences from Reading I and asking them to find out the
13、differences between (hem and the former structures, then telling them how to change the structures according to tenses
Reading the examples and finding out the differences, learning how it changes Work-mode: personal
6mins
Applying
To enhance Ss' understanding of subjunctive mood
Giving them th
14、ree multiple choices and asking them to answer them
Answering the questions and (elling (he reason of your choice Work-mode: personal
4mins
To apply what they learned into practice
Asking Ss to make a sentence with subjunctive mood, and telling their own feelings to their classmates
Making a se
15、ntence with subjunctive mood and tell one's own feelings to classmates Work-mode: group
4mins
Homework
To further enhance Ss' understanding of subjunctive mood
Asking Ss to review the grammar point and finish the exercises on workbook after class
Reviewing the grammar point and finishing the ex
16、ercises after class Work-mode: personal
Imins
Blackboard writing:
M6U1 Art
If...were/did..., ...would/could/might/should do...
I wish...would/could do...
11\—PastPresentFuture
Subjunctive Mood
If..?were/did..., ...would/could/might/should do...
(1) If I were the principal, I would plant mor
17、e trees in our school.
(2) If he were here, everything would be all right.
(3) If I had enough money, I would buy a new car.
Something not true, or not likely to become true.
(1) I wish I could go back to the Tang Dynasty.
(2) I wish you would go with us tomorrow.
(3) I wish I could fly in the
18、 sky.
I wish...would/could do...
If clause
Time
Verb
Main clause
present
were/did
would/could/should/ might do
past
had done
would/could/should/ might have done
future
1. were/did
2. were to do
3. should do
would/could/should/ might do
* I wish
Time
Verb
Main clause
present
wish
would/could/were/ did
past
wished
have been/done
future
wish
would/could/were/ did
Unit1虛擬語(yǔ)氣教案 人教版高中英語(yǔ)選修六.docx
