| 虚拟语气在条件句中的应用教学案例 |
||||||||||||||
| 发布者： 黄会慧 |
||||||||||||||
|
||||||||||||||
新浪博客
|
提供者：黄会慧 |
单位：夷陵中学 |
||||||||||||||||||||||||||||||||
|
一、教学内容分析（简要说明课题来、学习内容、这节课的价值以及学习内容的重要性） |
|||||||||||||||||||||||||||||||||
选修六Unit 1 Arts Learning about language 部分： If clause in the subjunctive mood |
|||||||||||||||||||||||||||||||||
|
二、教学目标（从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计要达到的教学目标做出一个整体描述） |
|||||||||||||||||||||||||||||||||
| 1.
2. 3. |
|||||||||||||||||||||||||||||||||
|
三、学习者特征分析（说明学习者在知识与技能、过程与方法、情感态度等三个方面的学习准备（学习起点），以及学生的学习风格。最好说明教师是以何种方式进行学习者特征分析，比如说是通过平时的观察、了解；或是通过预测题目的编制使用等） |
|||||||||||||||||||||||||||||||||
虚拟语气这一部分的内容对于学生来说是一大难点。相对来说语法规则比较复杂，学生需要记忆的条条框框较多，需要针对不同的语言环境做出灵活应变的东西也比较多。所以在学生理解语气特征的基础上，老师做出全面简洁有效的总结，帮助学生记忆规则，再通过适当练习指导学生加以应用。最后巩固知识达到最终掌握知识的目的。 |
|||||||||||||||||||||||||||||||||
|
四、教学策略选择与设计（说明本课题设计的基本理念、主要采用的教学与活动策略） |
|||||||||||||||||||||||||||||||||
给学生提供生活化的情景，让学生了解并理解虚拟语气的实质，分清真实条件和非真实条件句的区别。再以丰富的例句帮助学生理解针对三种不同情况下的虚拟语气使用情况。在这一过程中，教师与学生有充分的互动，让学生在生动的实际操练中掌握这一语法现象。 |
|||||||||||||||||||||||||||||||||
|
五、教学重点及难点（说明本课题的重难点） |
|||||||||||||||||||||||||||||||||
1.if真实条件句和非真实条件句的区别。 2. 针对三种不同时态的虚拟语气构成。 3. 较为复杂情况下的虚拟语气使用情况。 4. 如何应用所学规则分析句子，并采用恰当的虚拟形式。 |
|||||||||||||||||||||||||||||||||
|
六、教学过程（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） |
|||||||||||||||||||||||||||||||||
| 教师活动 |
学生活动 |
设计意图 |
|||||||||||||||||||||||||||||||
| T: Hi, boys and
girls. Do you know who the man in the picture is? T: Exactly. What can superman do? T: Right. What would/could you do if you were superman? T: What might/should you do if you got much money? T: What would/could you do if you lived on the moon? |
S: Yes. He is
superman. S: He has super strength. He can fly. He can save a lot of people even the whole world. S: If I were superman, I would/could … S: If I got much money, I might/should S: If I lived on the moon, I would/could/might/should …. |
展示图片，引出话题 |
|||||||||||||||||||||||||||||||
| Type 1. Sales of
products fall if prices rise. T: Please tell us which sentence means that things will definitely happen. T: Well done. What about Type 2? T: And we call Types 3 to 5 unreal conditional sentences. What is the fact of Type 3? T: Right! And Type 4? T: Great! What will the weather be like tomorrow according to the sentence of Type 5? T: Good. Let’s examine the chart and learn by heart the verb forms. |
S: Type 1.
S: It means that things will probably happen. S: We can’t all go to Beijing University. S: The sun will not go out tomorrow. |
展示五种if引导的条件句，并引导学生找出句中在结构上的区别并指出它们是属于真实条件句还是非真实条件句，在现实中会发生的可能性有多大。 |
|||||||||||||||||||||||||||||||
| 展示五种条件句型的结构特征，用中文表示以便使每一个学生都能理解
|
|||||||||||||||||||||||||||||||||
展示类似三幅图片 |
学生根据图片回答相关问题，并创造句子 |
学生根据图片提供的情景，完成对话或补充句子。 |
|||||||||||||||||||||||||||||||
| 1.
2. 3. 4. |
学生根据实际情况，完成下列句子。 |
||||||||||||||||||||||||||||||||
| Sample: A
more intelligent student
wouldn’t have
cheated in the
exam. T: What does the speaker think of the student who cheated in the exam? 1. Patsy Liang suggested that TV commercials encouraging violence be banned. T: How did Patsy Liang like that kind of TV commercials? 2. It is a pity that the thief should have disappeared in the large crowd. T: What was the fact? 3. The little actor wishes he could fly like a bird. T: Can he fly? 4. Had a superman been on the scene, he could have beaten the tough guy. T: Who beat the tough guy? 5. Without Deng Xiaoping, there would be no such powerful China. T: Why is China so powerful today? 6. The old woman treated the wounded soldier well as if he were her own son. T: Was the soldier really her own son? 7. Should there be no sunlight, there would be no life. T: What is the fact? 8. If only Jack had not caught Titanic that day. T: Did he catch that ship? 9. It is required that we (should) take action to protect the environment. T: What does it mean in Chinese? What is required? |
S:
Foolish. S: He hated them. S: The thief wasn’t caught. S: No, he can’t. S: Nobody. S: Because we had Deng Xiaoping. S: No, he wasn’t. S: The sunlight will be with us forever. S: Yes, he did. |
再给学生展示一些if
非真实条件句和其他形式的例句，要求学生先观察粗体部分，体会其特殊之处，再用pair
work方式互相提问，完成括号中的问题。 |
|||||||||||||||||||||||||||||||
|
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）。也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、板书设计（本节课的主板书） |
|||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||
| 九．教学反思 可以从如下角度进行反思（不少于200字）： 英语语法知识的掌握应该是学生在重建原有知识体系的基础上达成的，而不是通过分析语言现象。因此本人在设计虚拟语气的教学内容时，就充分考虑到学生的原有知识结构，即真实条件句，为非真实条件句的理解作了很好的铺垫。其二就是在学生水平参差不齐的情况下，通过对话引出新的知识点后，配合多媒体加上适当的中文支持，使每个学生都能准确理解当天内容。该课的第三个亮点就是所设计的教学内容贴近学生生活而且富有挑战性，有利于学生产生联想，重组结构，创造性地完成任务，并得以发展创造性思维。其四就是信息走向是从教师到学生，从学生到教师，从学生到学生，即从个体到群体，从群体到个体，从个体到个体，这种互动方式体现了多维性、多层性。而在互动内容上，本人设置了一些容易引起学生兴趣的内容，如what would/should/could/might you do if you got a Doraemon等，用于激活课堂并激发学生的想象力和表达欲望。最后就是设计了一些结构新颖的带虚拟语气的句子，从不同角度提问并将问题显示出来，以满足不同能力水平和学习个性的要求，利于每个学生的可持续性发展。 |
|||||||||||||||||||||||||||||||||