高中英語(yǔ)優(yōu)秀教案：Unit1 Art Period 3（新人教版選修6）

學(xué)必求其心得，業(yè)必貴于專(zhuān)精學(xué)必求其心得，業(yè)必貴于專(zhuān)精學(xué)必求其心得，業(yè)必貴于專(zhuān)精Period3Grammar-theSubjunctiveMood（1)eq\o（\s\up7(），\s\do5(整體設(shè)計(jì)))教學(xué)內(nèi)容分析Thisteachingperiodmainlydealswiththegrammar：thesubjunctivemood。IntheEnglishlanguageverbsareoftendividedintothreedifferentmoods—theindicativemood，theimperativemoodandthesubjunctivemood。Theindicativemoodisusedtoindicateafactorputforwardaviewpoint。Theimperativemoodisusedtoexpressdirectcommandsorrequests.Ittellsyoutodosomething。Itisalsousedtosignalaprohibition,permissionoranyotherkindofexhortation。Thesubjunctivemoodisusedtoexpressaconditionwhichisdoubtfulornotfactual.Itismostoftenfoundinaclausebeginningwiththeword“if”．Itisalsofoundinnounclauses，followingaverbthatexpressesadoubt，awish，regret，request，demand，orproposal。Thefollowingareverbstypicallyfollowedbyclauseswiththesubjunctivemood：ask,demand,determine，insist，move，order，prefer，recommend，regret，request,require，suggest，wish.Inthisperiodwewillfocusononlypartoftheusagesofthesubjunctivemood,thatis，thesubjunctivemoodbeginningwiththeword“if”andthatfollowingtheverb“wish”．三維目標(biāo)設(shè)計(jì)Knowledgeandskills1．Togetthestudentstoknowthestructureofthesubjunctivemood。2．Toletthestudentslearntheusagesofthesubjunctivemood.3．Toenablethestudentstousethesubjunctivemoodcorrectlyandproperly.Processandmethods1．Toaskthestudentstoreadthereadingpassageagain，pickoutthesentenceswiththesubjunctivemoodfromthereadingpassageandtranslatethemintoChinese。2．Toaskthestudentstodiscoverthestructureandusagesofsubjunctivemoodbycomparingalotofexamplesentences.3．ToaskthestudentstodotheexercisesinDiscoveringusefulstructuresonPage5forstudentstomasterthesubjunctivemood。4．Toaskthestudentstosummarizethesubjunctivemood。5．ToaskthestudentstodotheexercisesinUsingStructuresonPage43andsomeotheradditionalexercisesforconsolidation。Emotion,attitudeandvalue1．Togetthestudentstobecomeinterestedingrammarlearning.2．Todevelopthestudents’abilityofcomparingandsummarizing。教學(xué)重、難點(diǎn)1．Togetthestudentstomasterthestructureandusagesofthesubjunctivemood.2．Toenablethestudentstolearnhowtousethesubjunctivemoodcorrectly.eq\o（\s\up7(），\s\do5（教學(xué)過(guò)程))Step1Revision1．Checkthehomeworkexercises。2．Dictatesomenewwordsandexpressions。3．TranslatethefollowingsentencesintoEnglish:（1）那個(gè)項(xiàng)目花費(fèi)了大量金錢(qián)。(2)我想開(kāi)口說(shuō)幾句，但是有人叫我別作聲。Suggestedanswers:（1）Agreatdealofmoneywasspentontheproject。(2)Iattemptedtospeakbutwastoldtobequiet.Step2WarmingupAskthestudentstogobacktoPage1andstudythefollowingthreesentencesinWarmingUpandtranslatethemintoChinesepayingspecialattentiontotheirverbforms:(1)Ifyouwereanartist,whatkindofpictureswouldyoupaint?（2)Ifyoucould_havethreeofthesepaintingsonthewallsofyourclassroom，whichwouldyouchoose？(3）Haveyoueverwishedyoucould_paintaswellasaprofessionalartist?Tellthestudentsthattheabovethreesentencesarewiththesubjunctivemoodandthendiscussitwiththem。Thenaskthestudentstothinkaboutthequestion“Whatisthesubjunctivemood？”Step3GrammarlearningAskthestudentstostudythefollowingsentencesandtrytosummarizethestructureandmeaningofthesubjunctivemood。1．Thesubjunctivemoodbeginningwiththeword“if”:(1）Ifitoftenrained，thecropswould_growwell.如果經(jīng)常下雨的話(huà)，莊稼會(huì)長(zhǎng)得很好。（Thefactisthatitdoesn'toftenrainandthecropsdon'tgrowwell.)（2)Ifhewerehere,everythingwould_beallright.如果他在這兒的話(huà)，一切都沒(méi)有問(wèn)題.(Thefactisthatheisnothereandeverythingisnotallright.）(3）IwouldcertainlygoifIwereyou.我要是你就一定去.(ThefactisthatIamnotyouandIwon’tgo。)2．Thesubjunctivemoodfollowingtheverb“wish"：（1)IwishIwerenotsobusy。但愿我不那樣忙碌。(ThefactisthatIamverybusy。）(2）IwishIhadenoughmoney.但愿我有足夠的錢(qián)。(ThefactisthatIdon’thaveenoughmoney.)(3)IwishIcould_beofsomeusetoyou.我希望我對(duì)你能有點(diǎn)用處。(ThefactmaybethatIamnotofanyusetoyou。）（4)Iwishyouwouldn't_look_down_onthiskindofwork.我希望你不要看不起這種工作.（Thefactisthatyouindeedlookdownonthiskindofwork。）（5）Iwishyouwould_gowithustomorrow.要是你明天同我們一起去就好了。（Thefactisthatyouwon’tgowithustomorrow.）Step4SummingupTrytohelpthestudentsdrawthefollowingconclusions.1．Thesubjunctivemoodisusuallyusedtotalkaboutsituationsthatarenottrueornotlikelytobetrue.Thesituationreferredtointhesubjunctivemoodisnotreal，butitishypothetical。2．Thesubjunctivemoodisoftenfoundinaclausebeginningwiththeword“if”．Thepasttense（were，did，coulddo）isoftenusedinthe“if”clauseand“would＋v.”isoftenusedinthemainclauseexpressingthesituationcontrarytothepresent.3．Whentheverb“wish”isfollowedbyanobjectclause，itspredicatemustbewiththesubjunctivemood。Thepasttense(were，did)isoftenusedtoexpressthesituationcontrarytothepresentand“could/would＋v?！眎softenusedtoexpressthesituationcontrarytothefuture.Step5GrammarpracticeAskstudentstodothefollowingexercises：1．Changethefollowingsentencesintothesubjunctivemood.Puttheverbsintothecorrectform。(1）Hehasnorighttochoosehisholiday,sohecan'tgotoShanghai.(2)Ican’teatshellfishbecauseIamallergictothem.(3)Asthemarblestatueistoolargeforhergarden，thehousewifewon'tbuyit。(4)Weknowverylittleaboutthedisease，sowearenotabletotreatthepatientsveryeffectively.Suggestedanswers：（1)Ifhehadrighttochoosehisholiday，hewouldgotoShanghai.(2）IfIwerenotallergictoshellfish，Iwouldenjoyeatingthem.（3)Ifthemarblestatuewerenottoolargeforhergarden，thehousewifewouldbuyit.（4)Ifweknowmoreaboutthedisease,wewouldbeabletotreatthepatientsveryeffectively。2．DoExercise3inDiscoveringusefulstructuresonPage5。3．DotheexercisesinUsingStructuresonPage43.Firstaskstudentstodotheexercisesindividually,andthenletthemdiscussandchecktheiranswerswiththeirpartners，andfinallygivethemthecorrectanswersanddealwithanyproblemstheymightmeet。Step6GettingmoreaboutthegrammarAskstudentstogobacktoPage1andreadthroughthereadingpassageAShortHistoryofWesternPaintingtopickoutthesentenceswiththesubjunctivemoodandthentranslatethemintoChinese.Suggestedanswers:1．Iftherulesofperspectivehad_not_been_discovered，noonewould_have_beenabletopaint_suchrealisticpictures.如果沒(méi)有發(fā)現(xiàn)透視法，人們絕不可能畫(huà)出如此逼真的畫(huà).2．Withoutthenewpaintsandthenewtechnique，wewould_not_be_able_to_seethemanygreatmasterpiecesforwhichthisperiodisfamous.沒(méi)有新的顏料和新的（繪畫(huà)）手法,我們就不可能看到很多使這一時(shí)代著名的杰作。3．Therearescoresofmodernartstyles，butwithouttheImpressionists,manyofthesepaintingstylesmight_not_exist。現(xiàn)代藝術(shù)風(fēng)格有好幾十種，然而如果沒(méi)有印象派，那么這許多不同的風(fēng)格就不可能存在。Step7SummingupTrytohelpthestudentsdrawthefollowingconclusions.1．Whenthesubjunctivemoodisfoundinaclausebeginningwiththeword“if”，“had＋pastparticiples”isusedinthe“if”clause，while“would/couldhave＋pastparticiples”isusedinthemainclausesoastoexpressthesituationcontrarytothepast。2．Insentenceswiththesubjunctivemood，sometimesaprepositionalphrasebeginningwith“without(＝ifnot）”isusedtotaketheplaceofthe“if”clausetoexpressimpliedcondition。Step8Playingagame1．Getstudentstoformgroupsof6.2．Letstudentsplaythegame“IfIwerea．。。，Iwould..?！保瓵skthestudentstotaketurnstoimaginewhattheywoulddoiftheyweresomebodyordidanythingwiththeirpartners。Maketheirownsentencesasinterestingandimaginativeastheycan。Writedownthesixbestonesandsharethemwiththeclass。Step9ClosingdownbyaquizShowstudentsthefollowingonthescreenorgiveouttestpaperstothem。1．Whenapencilispartlyinaglassofwater，itlooksasifit______(break)．2．Iwisheveryone______(be）richsothattherewouldbenofightforfoodagain。3．WithoutyoursuggestionthatI______（set）offearly,Iwouldn’thavearrivedontime。4．Iwouldratheryou______（return）thebookyesterday。5．Theboyinsistedthathe______(notcheat)intheexamand______（notpunish)．6．______（set）offalittleearlier，Iwouldhavecaughtthetrain.7．Mypartnergotamountainbikeyesterday.HowIwishmyfather______oneformeonmycomingbirthdaynextweek.A．buysB．willbuyC．couldbuyD．hasbought8．Theyoungmaninsistedthathe______wrongandthathe______sorrytoanyoneelseatthemeeting。A．haddone;wouldsayB．haddone；shouldsayC．shoulddo；wouldsayD．shoulddo;shouldsay9．Idon’tthinkthatIshallfail。ButifI______，Iwouldtryagain。A．failB．wouldfailC．shouldfailD．hadfailed10．-Canyoucometoattendourpartyt