高中英語-The Subjunctive Mood教學(xué)設(shè)計學(xué)情分析教材分析課后反思

TheSubjunctivemood執(zhí)教者：指導(dǎo)老師：Partone:LearningAims.I.TrytosummarizethesentencestructuresaccordingtothesentencesII.Enablethestudentstosayoutthesentencesfluentlyandfreely.III.Thestudentscanwriteashortpassagebasedonthesentencestructures.Parttwo:Readthefollowingpassagetofind3similarsentences.Sentenceone________________________________________________________Sentencetwo_________________________________________________________Sentencethree________________________________________________________IfIWereaBoy——BeyonceIfIwereaboyevenjustforadayIfIwereaboy，I''drolloutofbedinthemorning.

AndthrowonwhatIwanted,Andgodrinkbeerwiththeguys

Andchaseaftergirls

I''dkickitwithwhoIwantedAndI''dnevergetconfrontedforit

''Causetheystickupforme

IfIwereaboy,IthinkIcouldunderstandhowitfeelstoloveagirl.

IswearI''dbeabetterman

I''dlistentoher

''CauseIknowhowithurts,Whenyoulosetheoneyouwanted.

''Causehe''stakingyouforgrantedAndeverythingyouhadgotdestroyed.

IfIwereaboy,Iwouldturnoffmyphone.

Telleveryoneit''sbroken,Sothey''dthinkthatIwassleepingalone

I''dputmyselffirst,AndmaketherulesasIgo.

''CauseIknowthatshe''dbefaithful

Waitingformetocomehome,tocomehome

IfIwereaboy,IthinkIcouldunderstandhowitfeelstoloveagirl.

IswearI''dbeabetterman,I''dlistentoher.

''CauseIknowhowithurts

Whenyoulosetheoneyouwanted

''Causehe''stakingyouforgranted

Andeverythingyouhadgotdestroyed

It''salittletoolateforyoutocomeback

Sayit''sjustamistake

ThinkI''dforgiveyoulikethat

IfyouthoughtIwouldwaitforyou

Youthoughtwrong

Butyou''rejustaboy

Youdon''tunderstand

Andyoudon''tunderstand,oh

Howitfeelstoloveagirl

Somedayyouwishyouwereabetterman

Youdon''tlistentoher

Youdon''tcarehowithurts

Untilyoulosetheoneyouwanted

''Causeyou''retakingherforgranted

Andeverythingyouhadgotdestroyed

Butyou''rejustaboyPartthree1.1.IfIwereaboy,Iwouldjointhearmy.2.IfIwereyou,Ishouldtakeanumbrella.3.IfIhadwings,Icouldfly.4.IfIhadalotofmoney,ImightdonateittotheHopeProject.Accordingtothefoursentences,writedownthesentencestructure._______________________________________________________________________ThendosomeexercisesExercise11.IfMasaccio(馬薩喬)______(be)alive,he__________________________(be)amazedathowartistspainttoday.2.IfPeter______(come)toourschool,he__________(can)gotoourartclasses.3.Wedon'tknowheraddress.Ifwe_______(know)it,we________________(send)herabigbunchofflowers.4.Ifit______(be)fortheclimate，I________________likeithereverymuch.5.MrLingisn'there.Ifhe______(be),he_____________(help)youwithyourEnglish.Finallyplayagamebetweenyourpartnersuusingtheabovesentencestructure,youcanwritethebestthreesentencesyouthink.Forexample:IfIwereamillionaire,Iwouldhelpthepeoplewhoweresufferingfromtheearthquake.IfIwereachild,Iwouldbehappier____________________________________________________________________________Partfour:Summarizethesentencepatternaccordingtothefollowing4sentences.Iwishitwerespringalltheyearround.IwishIcouldflylikeabird.IwishIhadknowntheanswer.Wewishtherainwould/could/mightstop.Sentencepattern:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thenfillintheblanks:1.Iwishyou(tell)meaboutitearlierIwhishI_________(be)abirdand___________(fly)inthesky.3.IwishI_________(meet)thatfilmstaryesterday.4.Hewisheshe____________(paint)aswellasaprofessional(職業(yè)的）artist.5.IwishI____________(make)suchamistake.Partfive:Thinkofyoubeautifulhopesforyourmotheratthebottomyourheart.___________________________________________________________________________________________________________________________________________________________________________________________________________________Partsix:HomeworkLevelI:Rememberthesentencestructure.LevelII:Writedownwhatyouwanttosaytoyourmother.LevelIII:Writeashortpassageaboutyourbeautifulhopes.學(xué)后反思：___________________________________________________________________________學(xué)情分析我們以前學(xué)習(xí)IF引導(dǎo)的真實條件句，學(xué)生對條件狀語從句有了個大概的認識，但從教學(xué)反饋來看，學(xué)生對真實條件句的時態(tài)（主將從現(xiàn)）把握并不是很好。這一節(jié)內(nèi)容，圍繞,IfIwereaboy,Iwould…….展開，這是一個輕松的話題，學(xué)生也感興趣，因此教學(xué)中要充分利用話題調(diào)動學(xué)生積極性，使學(xué)生多操練，然后進行歸納和總結(jié)。更全面比較真實條件句和虛擬語氣的區(qū)別。在教學(xué)中，學(xué)生可能比較難把握的是什么是真實條件什么是非真實條件，對虛擬語氣的時態(tài)也會難以適應(yīng)，教學(xué)中要多強調(diào)。效果分析本課能密切聯(lián)系學(xué)生的學(xué)習(xí)生活實際，精心選取典型的例句，結(jié)合學(xué)生生活經(jīng)歷和體驗創(chuàng)設(shè)教學(xué)情境，設(shè)計符合學(xué)生實際的課堂活動，如，句子填空，翻譯句子，編對話等活動形式，激發(fā)學(xué)生興趣，調(diào)動學(xué)生學(xué)習(xí)的積極性；設(shè)計科學(xué)合理、有思維價值的問題，讓學(xué)生在感悟、討論、交流、中深化自己的思想認識，培養(yǎng)學(xué)生自主合作、分析探究問題的能力。通過假如今天是母親節(jié)，利用虛擬語氣表達對母親的祝愿，使學(xué)生學(xué)會感恩父母。教材分析本單元虛擬語氣包括在wish后面的賓語從句;if引導(dǎo)的非真實條件句中的應(yīng)用。虛擬語氣在高中英語語法學(xué)習(xí)中的非常重要，同時具有一定的難度。因此這些知識的內(nèi)容講解設(shè)計交由學(xué)生小組為單位進行操作。其中教師的課件內(nèi)容包括對虛擬語氣的重點介紹，著重點放在學(xué)生備課中預(yù)期無法獲取的內(nèi)容及設(shè)計上，比如關(guān)于虛擬語氣的練習(xí)及與相關(guān)歷年高考試題的梯度設(shè)計。通過學(xué)習(xí)使學(xué)生能夠理解虛擬語氣在wish后的賓語從句和if引導(dǎo)的非真實條件句中所表達的含義即說話人所說的話不是事實，而只是一種愿望，假設(shè).學(xué)生通過在做中學(xué)，深刻體會知識的特征，提高語言的應(yīng)用和操作能力。教學(xué)的重點主要體現(xiàn)在虛擬語氣在主要兩種環(huán)境下的應(yīng)用分類及用法歸納與理解以及根據(jù)學(xué)生課件設(shè)計的具體內(nèi)容和講解程度確定最終的難點，并以此作為教學(xué)的重點。評測練習(xí)I.Fillintheblanks.1.IfMasaccio(馬薩喬)______(be)alive,he__________________________(be)amazedathowartistspainttoday.2.IfPeter______(come)toourschool,he__________(can)gotoourartclasses.3.Wedon'tknowheraddress.Ifwe_______(know)it,we________________(send)herabigbunchofflowers.4.Ifit______(be)fortheclimate，I________________likeithereverymuch.5.MrLingisn'there.Ifhe______(be),he_____________(help)youwithyourEnglish.1.Iwishyou(tell)meaboutitearlier

6.IwhishI_________(be)abirdand___________(fly)inthesky.7.IwishI_________(meet)thatfilmstaryesterday.8.Hewisheshe____________(paint)aswellasaprofessional(職業(yè)的）artist.9.IwishI____________(make)suchamistake.II.Choices:1.Sorry,Iamtoobusynow.IfI_______time,Iwouldcertainlygoforanoutingwithyou.A.havehadB.hadhadC.haveD.had2.—Wherearethechildren?Thedinner’sgoingtobecompletelyruined.--Iwishthey________alwayslate.A.weren’tB.hadn’tbeenC.wouldn’tbeD.wouldn’thavebeen3.Doyouknowhisaddress?”No,IalsowishI__________wherehe__________.”A.knew,liveB.knew,livesC.know,livesD.know,lived4.HowIwisheveryfamily_____alargehousewithabeautifulgarden!A.hasB.hadC.willhaveD.hadhad5.HowIwishI_____toAthens,wherethe28thOlympicGamesarebeingheld!

A.willpayavisitB.havepaidavisit

C.couldpayavisitD.hadpaidavisit課后反思一本節(jié)課的最大亮點是課型設(shè)計。1.遵循了循序漸進的原則。由淺入深，由易到難，從虛擬語氣的基本形式入手，逐步加深拓展，使學(xué)生樂于接受的同時也易于接受。2．遵循了講練結(jié)合的原則。沒有一味的講授語法理論，而是讓學(xué)生邊學(xué)邊練，主動探索，讓他們享受自主學(xué)習(xí)的過程和成果。3．遵循了學(xué)生為主的原則。本節(jié)課我將大量的時間留給了學(xué)生思考、探索，完全將課堂的主體還給了學(xué)生，吻合了新教材的精神和追求。4．遵循了由現(xiàn)象到本質(zhì)的原則。傳統(tǒng)的語法課往往采用演繹語法規(guī)律的方法，這樣做既容易使學(xué)生索然無味，而且使他們感到語法神秘高深。相反，采用歸納語法規(guī)律的方法，既能引起他們對語法學(xué)習(xí)的興趣，又能發(fā)揮他們的主觀能動性，起到事半功倍的效果。二、今后教學(xué)中應(yīng)注意的問題

1.發(fā)揮情感效應(yīng)，激發(fā)興趣。在教學(xué)中應(yīng)發(fā)揮情感效應(yīng)，激發(fā)學(xué)生的學(xué)習(xí)興趣。同時適時適度地給予表揚與激勵，讓學(xué)生不斷體驗成功的樂趣。學(xué)生自然會樂意去學(xué)。2.是建立和諧民主的