unit2虚拟语气教学设计

高中英语选修6 Unit2 Grammar Subjunctive Mood 教学设计

Teaching Procedures

Step1 Lead--in

1.Introduce the usage if-clause to the students and review the three situations to the students: 1)opposit

e to the present fact 2) opposite to the past fact 3)opposite to the future fact

2.Introduce the three examples to the students

1)If I God should give me another chance, I would say three words to the girl “I love you”.

2)If Jack hadn’t been on board Titanic, Jack would not have met Rose.

3)If I were to live till 2154, I would be one of them and live in the Pandora.

Step2 The introduction of the subjunctive mood used in if-clause

1.Ask students to fill in the blanks and find out which tense should we use in different situations

2.introduction of the mixed conditionals

1)show the Ss two pictures and according to the picture ask them to make two sentences

a.If he hadn’t slept during the English class, he would know how to spell the new words now.

b.If he hadn’t copied the other’s homework, he would not be punished by his teacher now.

2)introduction of the concept of the mixed conditionals

When the tense in the if-clause and the main clause are not the same, we use the mixed conditional

e.g. If you had come and attended the meeting yesterday, you would know what we are doing now.

If you had followed my advice, you would not be in trouble now.

3) introduction of the inversion in the if-clause

We can omit If and place should, were, had in the beginning of the sentence.

e.g. Were I Obama, I would company my daughter every day.

4. exercise If you were the manager here, what would you do?

Were you the manager here, what would you do?

Step 3 introduction of the subjunctive mood used in the object clause

1.the object clause after wish

1)show the Ss some examples of the wish clause and ask them to conclude the rule of it.

the example sentences

a.I wish I were a bird.

b.I wish I had finished this homework.

c.I wish it would rain tomorrow.

d.I wish I hadn’t made such a mistak

e.

2)the rules of the wish clause

wish----- 与过去事实相反：过去完成时

与现在事实相反：过去式

与将来事实相反：would/could/might+ do

3)exercise

a.I wish I were (be) ten years younger now.

b.I wish I had said (say) such tough words to you.

c.I wish it would rain(rain)tomorrow.

2.The clause after “would rather”

1)show the Ss some examples of the wish clause and ask them to conclude the rule of it.

a.I would rather you paid me now.

b.I would rather you told me the truth at present.

c.I would rather you had been present.

d.I would rather you had gone there yesterday.

e.Don’t come. I would rathe r you came tomorrow.

2)the rules of the clause would rather

would rather: 与现在事实相反--- 一般过去时

与过去事实相反--- 过去完成时

与将来事实相反--- 一般过去时

3）exercise: ask Ss to fill in the blanks

a.It’s getting late. I’d rather you left (leave) now.

b.John wants to see me today. I would rather he came (come) here tomorrow than today.

c.I’d rather she sat (sit) next to me.

d.I’d rather you hadn’t said (say)it.

3.The object clause in the sentence expressing suggestion

1)Ask Ss to observe the sentences and find out which sentences using the subjunctive mood.

Suggested answers:

a.My family insisted that I should not give in, but stay and fight.

b.Please advise me which book I should read first.

c.He ordered that the work should be started at once.

2)宾语从句中出现动词: 一个坚持, 两个命令, 三个建议, 四个要求。宾语从句要使用虚拟语气。即

从句中的动词使用should + 动词原形，或者将should省略

1). insist 2). order, command

3). advise, suggest, propose(recommend)

4). demand, require, request, desire

3) exercise

1. 国王命令囚犯明天要实施死刑。

The king ordered that the prisoners ________________the next day.

2. 他们要求我们派他们去那儿工作。

They requested that we ____________ them to work there.

3. 我要求约翰必须立刻到那儿去。

4. 爸爸建议我考试前要有充足的睡眠。

Step 4 Summary

1.Ask Ss what is your regret.

2.Show them the examples of the subjunctive mood

I regretted that I had eaten a lot during high school.

a.She wishes she had not eaten a lot during high school.

b.If I hadn’t eaten a lot during high school, I would be much thinner now.

c.I would rather she had eaten less during high school.

d.I suggested that she should eat less and exercise mor

e.

3.Ask Ss to talk in groups of four and make up some sentences using the subjunctive mood

4.Pick up some Ss to show their group’s sentences

Blackboard design(板书设计)

Reflection after teaching（教学反思）

本节课我通过不同形式教学方法，设置不同的任务，基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。

首先，课堂的导入是十分重要的，好的导入能够紧紧抓住学生的心理和兴趣，使课堂教学更具趣味性和艺术性。所以，本节课我设置的导入话题是令人后悔的事，举了与过去，与现在，将来事实不一致的三个例子。这些例子是来源于学生们喜欢的电影，可以激发学生的兴趣，让学生能够对接下来的内容有兴趣。

其次，教学内容设计要符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。在任务的设置中应充分考虑学生是否能够完成。本堂课是语法讲解课，所设置的任务难度合适，大多数学生都能顺利完成。具体来说在对旧的语法知识的复习中，我通过让学生自己填表总结的方式来复习上节课所讲的语法知识。在新的语法知识的学习中，我主要通过让学生观察例子，小组讨论并且让学生自己去找出相应的语法规则。在课后总结环节在，我主要通过小组活动，通过每个人后悔的事来用所学的虚拟语气造句。在此过程中，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望。最后，根据新课标的要求---学以致用，结合学生的实际生活引导他们讨论每个人的后悔的事情，让学生把虚拟语气学以致用。

在本课时的教学中有很多的地方值得我去认真地反思：

1．由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止，导致气氛没有预想的热烈。所以在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型。多多训练他们的口语，鼓励学生大胆开口。

2．由于本堂课任务多，容量大，导致完成任务时间较紧，没有足够讨论时间，今后应注意教学步骤间的紧密衔接，充分体现教师主导、学生主体作用。

3．要充分考虑到预设与生成的关系，特别是在预设阶段，要充分考虑到学生的实际，掌握学生的心理特点与认知过程，一步步地呈现给学生，由易到难，由浅入深，这样在生成阶段学生才会更好地掌握知识，不会出现冷场的现象。

4. 由于本节课是一节语法课，所以可以在最后环节设置一些高考题的渗透，并且让学生讨论如何去做有关虚拟语气的练习题。做到真正的学以致用。

最新最新版PEP五年级下册Unit2教案

五年级英语学科第二单元第 1 课

请各小组就上节课Production环节对Let’s sing歌曲进行对话创建展示，评选出最佳团队。 二、新课呈现（Presentation） 1、白雪公主去救白马王子，经过一扇门须会打四个问题，问：我给你一天去和你心爱的人在一起，哪一天？答：有他的一天。问：那我给你两天？答：白天和黑天。问：我给你三天？答：今天、明天、后天。问：我给你四天？答？ 请同学们帮助回答，引导生说出：春天、夏天、秋天和冬天。 2、T：Now, we’ll learn the four seasons.利用PPT播放视频初步感知四个单词：spring, spring是春天，草儿绿了雪化了; summer, summer是夏天，知了叫了天热了； autumn, autumn是秋天，苹果红了麦收了； winter, winter是冬天，小熊睡了下雪了。 3、逐个讲解单词发音，并根据图片进行句型操练： ① ing→ring→pring→spring ② but→u→su summer teacher\father\mother→er→mmer ③ au+tu+mn=autumn ④ in→win→win+ter→winter ⑤ can后没有人称和数的变化，后面跟动词原形。 4、Listen and repeat. 5、Read in groups. 三、趣味操练 (Practice) 1、“我的季节我表达”： 请生自由发挥说出自己最爱的季节及原因，仿照课本中句型拓展 2、Read and match:

五年级英语学科第二单元第 2 课

五年级英语学科第二单元第 3 课

高中虚拟语气教案

虚拟语气 一、虚拟语气是什么 定义：①在表示一种完全假设的情况或主观愿望时，动词（实意动词、情态动词、系动词、助动词）需用一种特殊的形式，称为虚拟语气。 ②用来表达非真实的情况，如建议、命令、安排、猜测、愿望/遗憾、假设、空想、白日梦等。 e.g. 1.If I were you,I would forgive Mary.假设 2.I wish you had come to the party yesterday.愿望 3.If only（要是……就好了）you could understand me！愿望 二、虚拟语气怎么用 4.If(先行词) I were（无人称变化）you，I should seize the chance to go abroad. 5.If you had taken my advice，you would not have failed in the exams. 6.If Professor Li should have（had/were to have）time tomorrow，we could ask him questions. 例题1.Why didn’t you tell me about your trouble last week?If you had told me, I could have helped. 例题2. We would be (be) back in the hotel now if you didn’t lose the map. 例题3. Sorry,I am too busy now.If I （D）time,I would certainly go for an outgoing with you. A.have had B.had had C.have D.had 例题4. ----Do you think John has passed the driving test? -----No.If so,he( C )his car to our college yesterday. A.would drive B.drove C.would have driven D.had driven 注意：在条件句中可省略if，且把were，should，had（需是助动词）提到句首，构成部分倒装（否定不用缩写） e.g. 7.Were I twenty now，I would join the army。现在 8.Should Mr.White call，what would you say?将来 9.Had we made a great effort，we might have succeeded.过去 10.Had I not warned you，you could have been killed.（not置于主语之后）过去 例题5.Had the goverments and scientists not worked together,AIDS-related deaths would not have fallen (fall) since their highest in 2005.

unit2 colours 第一课时教学设计

Unit 2 Colours 第一课时（总第7课时） 授课时间：2014.10 学习内容：A Let’s talk Draw and say 一、学习目标 (1)知识和能力：要求学生能理解对话对话大意，能用正确的语音，语调朗读对话，并能在语境中运用Good morning 。向他人表达问候，用This is …去介绍他人，能正确使用Miss , Mr 称呼他人。 (2)过程和方法：合作法,讨论法,让学生在情景中学. (3)情感、态度和价值观：学会问候他人，向他人介绍朋友。 二.学习重点:要求学生能理解对话对话大意，能用正确的语音，语调朗读对话，并能在语境中运用Good morning 。 三.学习难点: 向他人表达问候，用This is …去介绍他人，能正确使用Miss , Mr 称呼他人。 四.突破重难点的策略和方法:通过课堂设计的活动，加深对新知识的理解，培 养学生在生活中运用语言的能力以及分析问题和解决问题的能力。 五.教学手段: 教师准备录音机和本课时录音带、Let’s learn单词卡片，教师准备本课时的单词卡片和人物头饰。 六.课时安排:1课时 七.教学流程：

1 热身、复习(Warm-up/Revision) （1）师生共同唱歌曲Sing an English together，并集中学生注意力，调动学生学习兴趣。 （2）游戏Do a game. “SIMON SAYS” 指令可以是一二单元Let’s do (A/B) 的内容。 （3）师生同唱歌曲“Hello”。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。 （4）教师用头饰介绍人物。例如：教师举起Mr. Black的头饰说：This is Mr. Black. 然后戴上Mr. Black的头饰说：Good morning, boys and girls. I’m Mr. Black. Nice to meet you . 让学生回答：Nice to meet you ,too. 用同样的方法介绍Miss White, Miss Green ，并要求学生和这些人物打招呼。 （5）请三个学生扮演Mr. Black, Miss White, Miss Green ，用唱歌的形式互相问候。“Hello” 2 呈现新课(Presentation) （1）教师演示Let’s talk/A 的内容，使学生进一步理解对话。方法为：教师左手举起Miss White 的头饰，右手举起Miss Green 的头时，用不同声调引出对话内容。在此次演示活动中，教师强调Nice to meet you . Nice to meet you, too. 两句话。

Unit2Robot教学设计

Unit2Robot教学设计Unit2robot teaching design

Unit2Robot教学设计 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 一、基础词汇 （n.） 1.洗衣服的活 2.推销员 3.定单 4.病毒 5.垃圾箱 6.混乱 7.洗涤槽 8.垃圾、废物 9.中午 10.电池 11.轮子、车轮 12.胸膛 （v.）

1.邮寄 2.熨烫 3.打扫、清扫 4.展开,扩散 5.倒空、腾空 （adj.） 1 脏的 2.每日的___________ 3.干的____________ （adv.） 自由地 二、重点词组 1.第一个做……的人 2.改变了许 多 _____ 3.为了有更多的空闲时间 4.熨烫衬衫 _____ 5.结果 6.不 再 _____ 7.睡在床上 8.再多一小

9.洗衣服 10.洗盘 子 _____ 11.扫地 12.铺 床 ____ 13.下班回家 14.对……满 意 ___ 15.准备 16.出 错 ____ 17.感染病毒 18.制造许多麻烦 _____ 19.唤醒 20.把东西撞翻 _____ 21.发现房间一团糟 22.对 付 _____ 23.最后 24.太多的麻

高中英语语法虚拟语气教学设计

高中英语语法虚拟语气 教学设计 集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]

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。

中考英语 宾语从句 公开课教案

课题：The Revise of the Object Clause Teaching plan Teacher : Teaching time: March 13th, 2015 Teaching place：Chihe Middle School Class1, Grade9 Teaching contents: Object clause Teaching type: Grammar I. Teaching Aims A. Aims of Knowledge By the end of the lesson, Ss will have a better understanding of the object clause. Then Ss will grasp the usage of 3 introductory words: that、if、whether，the tense and word order, etc. B. Aims of Ability Enable students to identify what is the object clause and learn to use different kinds of introductory words C. Aims of Emotion Develop students’ interest of learning grammar. II. Teaching important points Explain the three important aspects of the objective clause: the introductory words, tense and sentence order. Besides, explain the usage of 3 introductory words：that, if, whether.. III.Teaching difficult points How to choose the introductory words correctly and appropriately in the objective clause IV. Teaching methods Combine the inductive method with the deductive method. V. Teaching aids textbook, multimedia and chalks VI. Teaching procedures Step 1 Warm up

Unit2教学设计表格版

Unit 2 How often do you do exercise 教学设计

hardly ever … He never ... Step 3 . Work on 1a. 1. Look at the picture. Discuss with your partners. Make a list of the weekend activities. 2. Let some Ss read out their activities. Let other Ss add more activities. Step 4 . Work on 1b. 1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words. 2. Tell Ss to listen and write the letters from the picture above on the line below. 3. Play the tape for the first time. Ss listen and fill in the blanks. 4. Play the tape for the second time for the Ss to check the answers. Step 5. Pair work. 1. Act out the conversation with a student. 2. Let Ss talk about the pictures in 1a in pairs. 3. Let some Ss act out their conversations. Step 6 Learn the new language. Show the pictures and ask and answer: How often do you exercise?--Twice a week. Step 7. Work on 2a: 1. Let Ss read the phrases in the chart. 2. Tell Ss that Cheng Tao is taking about how often he does these activities. Play the recording for the first time. Ss listen and number the activities [1-5]. 3. Play the recording for the second time for the Ss to check the answers. Step 8.Work on 2b: 1. Tell Ss they will hear the recording again. This time, listen and match the activities in 2a with how often Cheng Tao does them. 2. Ss listen and math the activities with the phrases. 3. Check the answers. Step 9. Pair work. 1. Ask one student how often he/she watch TV as a model. T: Hi, S1. How often do you watch TV? S1: I watch TV every day. T: What’s your favorite program? S1: Animal world. T: How often do you watch it? S1: Twice a week. 2. Let one student read the activities in the chart. Tell them these new words: favorite website (最喜欢的网站)；favorite sport (最喜欢的运动) 3. Ss work with their partners. Then ask some pairs to act out their conversations. Step 10. Writing. According to the conversation, write about how often your partner do the activities. Example: ×× is a Middle School student. He reads English twice a week.

人教版 初中英语九年级教案 之 unit4 + 虚拟语气

Unit 4 What would you do? 在本单元内我们要完成以下学习任务： 1．学习表示与现在事实相反的虚拟语气的结构。 2．学习谈论一些假设的、虚拟的情况。 3．学习使用虚拟语气提出建议。 一、重难点提示 1．What would you do if you had a lot of money? 如果你有很多钱你将做什么？ 这是一个与现在事实相反的假设，用的是虚拟语气。虚拟语气用来表示说话人的愿望、假设、猜测或建议，而不表示客观存在的事实。虚拟语气通过谓语动词的特殊形式来表示。在本单元中出现的是虚拟语气中的一种：表示与现在事实相反的一种假设，与if引导的条件状语从句一起使用。 结构：条件状语从句中的谓语动词用过去式（动词be多用were），主句中的动词用would＋动词原形。 e.g. —What would you do if you had a million dollars? 假如你有一百万美元你将干什么？ —If I had a million dollars, I’d buy a plane and travel around the world. 我将买一架飞机并周游世界。 e.g. If I were you, I’d wear a shirt and tie. 如果我是你，我会穿衬衣打领带。 I’d=I would 2．What if everybody else is wearing jeans and T-shirts? 如果别人都穿牛仔裤、T恤衫怎么办呢？ what if的用法： （1）如果……怎么办？ e.g. What if I don’t know anyone? 如果我不认识任何人怎么办？ （2）即使……又有什么关系？ e.g. What if he goes angry? 即使他生气又有什么关系？ 3．—What are you like? 你是个什么样的人？ —I think I’m creative and outgoing. 我想我具备创造力并且善于交际。 ※注意以下几个句子所询问的不同内容： （1）What are you like?(like是介词)询问的是性格（personality）。 （2）What do you like? (like是动词)询问的是爱好(hobby)。

【高中英语】《英语语法—虚拟语气》优质课教案

Grammar-------Subjective mood Teaching Aims 1.Knowledge Aim Help the students to use the subjunctive mood correctly in different situations. 2.Ability Aim To learn the subjunctive mood freely and properly in speaking and writing. 3.Emotional Aims 1)Encourage the students learn more about the grammar. 1)Help the students to form the good habit in learning. 1)Encourage the students to do more exercise consolidate the knowledge. Teaching Important Point Enable the students to use the correct form o f of the subjunctive mood Teaching Difficult Point To know the differences between the attributive and the predicative. Teaching Methods: Summarizing,comparative method;practicing activities Teaching Aids Multi-media classroom and other normal teaching tools Teaching Procedure StepⅠGreeting Greet the whole class. StepⅡDictation StepⅢHomework checking StepⅣGrammar 虚拟语气(Subjunctive Mood)这一语法项目是各类英语考试中心测试的重点之一。虚拟语气是一种特殊的动词形式，用来表示说话人所说的话并不是事实，而是一种假设、愿望、怀疑或推测。判断是真实条件句还是非真实条件句。只有在非真实条件句中才使用虚拟语气。通过句子意思，看假设的条件是否能够实现，能够实现是真实条件句，不能使用虚拟语气；假设的条件不能实现则是非真实条件句，要用虚拟语气.判断这个假设是与哪个事实

unit 2 教案

课时教学设计 课题：Unit 2（第一课时）备课人：上课人： 教学目标： 1. 学习单词weekend, drank, show, anything, else. 2. 全体学生能使用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV. 3. 掌握动词过去式的句子。 4. 能朗读课文，并能实行角色表演。 在小组的讨论交流中，培养学生英语的综合使用水平。 教学重点： 重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。教学难点： 全体学生能掌握重点单词及句型。 教具学具课件准备 录音机、磁带、图片第几课时： 1 探索流程个性添加（教学反思） Step 1：greeting T：hello boys and girls. S：hello MS Wang. T：good morning/good afternoon class. S：good morning/good afternoon MS Wang. T：nice to see you again. S：nice to see you, too. Step 2：warmer Review some words we have studied in last class. Dialogue practice. 播放Let’s try的录音 Step 3 presentation （1）生阅读let’s talk的短文并圈出不理解的单词：was drank （2）师讲解：drink—drank am. is---was are----were （3）教师播放Let’s talk 的课件，并要求学生回答问题：what did mike’s grandpa do last weekend? （4）教师再次播放Let’s talk 的课件，学生跟读并思考问题： How was your weekend? What did you do last weekend? What are you going to do next weekend? Step 4 practice （1）role-play 两人一组练习对话，并请三组上台表演 （2）make a report

Starter Unit2教案

Starter Unit 2 What’s this in English? 一、教材分析 本单元的教学内容为： 1. 学习字母I —R 2. 学习八个表事物的名词：map, cup, ruler, pen, orange, jacket, key, quilt 3. 学习辨认物品的句型：What’s this/that in English? It’s a/an … 4. 学习单词拼写，使用句型：Spell it, please. 二、教学重点 1. 字母Ii —Rr 的教学。 2. 词汇map, cup, ruler, pen, orange, jacket, key, quilt等的教学 3. 元音字母a ，e，i，o在开音节和闭音节中的读音规则。 三、教学难点 教材中单词的拼写和语音归类。 四、课时安排 第一课时：完成1a – 1c 第二课时：完成2a – 2e 第三课时：完成3a– 3d 第四课时：完成4a – 4d 第五课时：Self Check 第六课时：达标练习 五、教学步骤 The First Period (1a – 1c) Teaching aims （教学目标） 1. 学习map, cup, ruler, pen, orange, jacket, key, quilt八个表事物的名词。 2. 学会辨认物体：What’s this/that in English? It’s …Spell it, please. 3. 学习a/an的初步用法：a jacket, an orange Language points （语言要点） 1. 词汇：1）名词n.English, map, cup, ruler, pen, orange, jacket, key, quilt 2）代词pron.what, this, that, it

虚拟语气教案 (2)

Subjunctive mood 一. Teaching aims: 1、Knowledge and ability 1）. Know what the subjunctive mood refers to 2）. Know the different forms of the subjunctive mood 3）. Master the structure of the subjunctive mood about “if …” and the structures of the different forms of the subjunctive mood. 4）. Do some exercises about the grammar and flexible to use it in specific language environment. 2、Process and method goals : Combine guidance of teachers and student self-learning；combine to grammar explanations and grammar exercises enable students to master the subjunctive mood in use. 3、Emotional attitudes and values objectives： To develop students' independent learning and the exploring ability, increase their awareness of cooperation, to improve students' language skills and the ability to express their views. 二、teaching difficult point Can use this rules of grammar to complete various training exercises and use in the actual language. 三.、Teaching important points 1) The subjunctive mood is often found in a clause be ginning with the word “if”. 2) Get students to learn the proper forms of verbs in subjunctive mood. 四、Teaching methods： 1) Multi-media teaching 2) Cooperative learning-for example: group discussion 3）Inductive method 五、Teaching aids：PPT，video

虚拟语气教学设计

虚拟语气教学设计 大连开发区第十高级中学外语组闫志刚一．教材分析 本课是结合外研社高中英语教材选修7中有关虚拟语气的语法内容，进行虚拟语气的复习，我在教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二．学情分析 在高一和高二近两年英语学习的基础上，学生已经掌握了基本的语言结构和一定程度的听说读写能力。在复习虚拟语气的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度，为高考和大学的进一步学习研究打下坚实的基础。但大部分学生的基础知识仍然较为薄弱，主动学习的动力不够，然而他们好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三．教学重点 非真实条件状语从句虚拟语气和名词性从句的虚拟语气的用法 四．教学难点 非真实条件状语从句虚拟语气中的倒装，错综时间条件句和含蓄虚拟条件句的用法 五．教学目标 1.知识目标 引导学生准确把握情态动词在虚拟语气之中的使用。根据该语法规律解决实际问题。重语境，探语义，培养学生通读，分析，理解，综合归纳的能力，教会学生体察语境，结合上下文，符合逻辑推理和合理的想象，依靠语法但不拘泥于语法，结合语法和题干中的语境解决高考题。 2.能力目标 利用小组合作和组间竞争营造积极和谐教学氛围，充分调动学生的思维活动和情感体验，着重提高学生获取信息，处理信息，分析问题和解决问题的能力，培养学生自主学习与合作学习能力。在运用语言的过程中培养学生的观察力、分析力、想象力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。 3.德育目标 利用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。形成健全的情感态度，为未来发展和终身学习奠定好的基础。 六．教学策略 高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用任务型教学法，任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的学生学习中的重点和难点。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识并得出结论，从注重语言本身转变为注重语言习得。

人教版PEP小学英语三年级下册第二单元第一课时Unit 2 My family 教学设计

Unit 2 My family 第一课时教学设计 河北省卢龙县第一实验小学王保红 【教学重点】 1．句型：Who's that man(boy)? He's my ...Who's that woman(girl)? She's my ... 2．词汇：father, mother, mom, woman, man 【教学难点】 he和she的意义区分及发音。 【教具准备】 1．教师及学生的家庭照片。 2．教材相配套的教学课件。 3．教材相配套的教学录音带。 【教学过程】 （一）热身／复习（Warm-up/Revision） 1．播放Unit 1 B Let's talk动画，让学生模仿表演。 2．学生3人一组做对话表演。 （二）呈现新课（Presentation） 1．教师将一位新朋友介绍给大家。教师扮演这个新朋友，问一个女生：What's your name? 引导这个女生回答：My name's (Diana). 教师对其他学生说：She's (Diana). 并示意学生跟着重复这句话。 2．教师指着离自己稍远的女生问：Who's that girl? 引导学生回答：She's ... 3．用同样的步骤问一个男生，用he 代替she。 4．教师指着离自己稍远的男生问：Who's that boy? 让学生回答：He's ... 5．让学生指着班里的同学做问答：Who's that girl? She's ... Who's that boy? He's ... 6．教师拿出学生们所熟悉的教师的照片，用实物投影仪展示出来。询问学生：Who's that man? Who's that woman? 引导学生回答：He's Mr. ... She's Miss/Mrs. ... 7. 教师可向学生出示几张明星的照片或图片，让学生做Who's that man? Who's that woman? 的问答练习。 8．教师出示自己的家庭照片说：This is my family. Do you know who they are? 鼓励

必学一Unit2教学设计说明

Step 1. Lead in（导入） 头脑风暴： 教师提出问题：(借助世界地图) Q1. Which language do you think is the most widely used language in the world? Q2. What do you know about English? Q3. Why do we need to learn English? 设计意图：通过问题，增加学生对英语的理解及引起学生的注意力。 Step2. Warming up Read the dialogues in the warming up and give more examples about the differences between American English and British English. 设计意图：了解美国英语及英国英语的差别，并进而体会英语语言的多样性 Step4. Pre—reading Students discuss the first two questions on P9 设计意图：学生小组合作讨论，增强合作能力，并为下面的阅读做准备。 Step 5. 目标检测（汉译英） 1.你知道印度的官方语言是什么吗？ 2.你知道世界上有不止一种英语吗？ 3.我的外套与他的不同。 4.英语遍及全世界。 设计意图：通过练习检测学生掌握重点词的情况 配餐作业：

请从方框中选择适当的单词或短语并用其正确形式填空 1. Tom is _____ my neighbor. He is a close friend of mine as well. 2．He has two hobbies ，_____ collecting stamps and fishing. 3. Could you please tell me the way to the _____station? 4. ______improve his spoken English, he gets up early to read and speak English every morning. 5. People go to the cinema because they want to see something ____ from everyday life. 6．They went home _______ yesterday. 设计意图：巩固和学会使用所学词和短语 Period 2 Reading and comprehending Step1. lead-in 1. Students work in groups of four and discuss countries that use English as their official language. 2. Look at the title of the passage and guess the main idea. 设计意图：为阅读下面的文章做好准备。 Step 2. reading 1） to read the passage and find the topic sentence of each paragraph 2） Read the passage carefully and finish exercise one. 3） Make a timeline of the development of English according to the passage. 4） Discussion: why people all over the world want to learn English?

高二虚拟语气优质教案

The Fifth Period 第五课时 Grammar The usage of The Subjective Mood I Teaching aims 1. Ss are able to discover and master the useful structures of The Subjective Mood 2. Ss are able to know how to use past participle II Teaching procedures Step1 find the definition of the subjective mood 【观察】 1.If I were a bird, I could fly in the air. 2.I wish I could pass the examination. 【归纳】 虚拟语气：表示说话人所说的话不是事实，而是一种假设、愿望、怀疑或推测。 1.虚拟语气在if条件从句中的使用 【观察】 1.If I were you, I would go to bed early tonight. 如果我是你，我今晚就会早点睡。 2.If you took the bus, you would be late for the film. 如果你坐公车去看电影，那么你就会 迟到。 3.If Jack had scored that goal, we would have won the football match. 如果杰克射进了那个 球，我们就会赢得那场足球比赛。 4.If she hadn’t come, I might have been in trouble. 如果她没来，我可能已陷入困境了。 5.I could help you if you had difficulty in doing your homework. 如果你做作业有困难，我 会帮助你的。 6.If it were to rain tomorrow, they would not go out. 如果明天下雨的话，他们就不会出去。【归纳】 注意：若从句中的谓语动词是be动词的话，一律用were。 【实践】 1.If he my advice, he wouldn’t have lost his job. A. followed B. should follow C. had followed D. would follow 2. 翻译：如果我有足够的钱，我会周游世界。