高中英語(yǔ)人教版Unit1Art grammar（尼爾基一中）

Unit1ArtTopicGrammar（SubjunctiveMood）TypeNewTeacherLiliJiaSchoolNiErJiNo.1MiddleSchoolTextbookanalysis：NewSeniorEnglishforChinaElectiveSixUnit1ArtThisunitisaboutthehistory,stylesandfamouspainters’worksofwesterncountries.Thegrammarofthisunitissubjunctivemood.ThislessonisabouttoEnglishLanguageCurriculumStandardsforSeniorHighSchool,studentsshouldgraspthisgrammaticalstructurethroughobservation,discovery,comprehensionandinductionthenuseitintheexpressions.Combiningthecontent,Imakethisplan.TeachingaimsKnowledgeaimLearnwhatissubjunctivemoodandstructuresofsubjunctivemood.AbilityaimMakesentencesusingsubjunctivemood.EmotionalaimPromotestudentstounderstandforeignculture.LearningtragediesLearnandsummarizethestructureindifferentsentences.Practisethestructureindifferenttypesofexercises.TeachingimportancesanddifficultiesImportancesKnowwhatissubjunctivemoodandstructuresofsubjunctivemood.DifficultiesUsesubjunctivemoodintheirexpressions.Learninganalysis：StudentsinGradeTwohaveahigherlevelofforeignlanguageandactivethinking.Studentsarealsoeagertocooperatewithothersintheclass.Theycansimplysummarizewhattheylearnedsoitcanhelpthemtounderstandthisstructure-subjunctivemoodandpractiseitinthe,thisstructureiscomplexsostudentsneedmorepractice.Teachingdesign：Accordingtotheteachingaimsandalltheanalysis,teachingdesignisasfollows:Aroundthecentertopictocarryoutteachingactivities.Firstofall,Showseveralsentencesofifguidedsubjunctivemoodwithpicturestohelpthemtranslatesentencesandlearntheexpression.Thenaskstudentstosummarizethestructureofsubjunctivemood.Next,practisetheusethroughdifferenttypesofexercises.Thengivesentencesofwishguidedsubjunctivemoodandsummarizethemandpractiseitsusage.Atlastsumupthewholelessonandassignhomework.Teachingtools：multimedia?blackboardTeachingflowchart：Lead-in（2)EnjoyavideoGrammar-PresentsamplesFindandinduction(36)PracticeanduseSummaryandhomework（5）SumupthewholelessonandassignhomeworkTeachingprocedure:StepsTeacher’sActivitiesStudents’ActivitiesAimStep1.lead–inShowavideo.Enjoyavideo.Stimulatestudent’senthusiasm.Step2.Grammer-PresentsamplesShowseveralsentencesofifguidedsubjunctivemoodwithpictures.Lookatthesesentencesandtranslatethemwiththehelpofpictures.Helpandencouragestudentstoinducegrammaticalstructureandfunction.Step3.Grammar-FindandinductionAskstudentstofindthestructureandleadthemtoinducethechangesindifferenttenses.Findthestructureandinductthechangesindifferenttenseswiththehelpofteacher.Improvetheabilityofstudentstosumupandfurtherunderstandtheifguideoftheuseofthesubjunctivemood.Step4Grammar-PracticeanduseDesigndifferentformsofexercisestopractiseifguidedsubjunctivemood,suchas

correction,dialogueandotherforms.Practiseifguidedsubjectivemoodindifferentformsofexercises,suchas

correction,dialogueandotherforms.Studentstrulymastertheuseofthesubjunctivemoodandappliedtolanguage.Step5Grammer-PresentsamplesShowseveralsentencesofwishguidedsubjunctivemoodwithpictures.Lookatthesesentencesandtranslatethemwiththehelpofpictures.Helpandencouragestudentstoinducegrammaticalstructureandfunction.Step6Grammar-FindandinductionAskstudentstofindthestructureandleadthemtoinducethechangesindifferenttenses.Findthestructureandinducethechangesindifferenttenseswiththehelpofteacher.Improvetheabilityofstudentstosumupandfurtherunderstandthewishguideoftheuseofthesubjunctivemood.Step7SummaryandhomeworkAskstudentstosumupthegrammaticalstructuresandchangesindifferenttensesandassignhomework.Sumupthegrammaticalstructuresandchangesindifferenttensesandwritedownthehomework.Memorizetheknowledgeofsubjectivemood.BlackboardDesign:Unit1Grammar--SubjunctiveMoodIf引導(dǎo)的虛擬wish引導(dǎo)的虛擬假設(shè)情況從句中的動(dòng)詞形式主句中的動(dòng)詞形式與現(xiàn)在事實(shí)相反動(dòng)詞過去式(be一般用were)would(could/should/might)+動(dòng)詞原形與過