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視頻課題： 人教版高中英語選修六Unit2 Poems Grammar-subjunctive mood for the past廣西
教學設計、課堂實錄及教案： 人教版高中英語選修六Unit2 Poems Grammar-subjunctive mood for the past廣西
1
教學設計
Teaching plan for Unit2 Grammar--subjunctive mood , Book 6
Course New Senior English For China Student's Book6 Title Unit2 Poems :Grammar--subjunctive mood for the past
Designer
Yangjunni (楊君妮)
Analysis
of
the lesson
Subjunctive mood is one of the three important moods in English and it is an essential part of people’s daily communication. Similar to other moods in English, subjunctive mood has its own rules, structures and forms to convey the speakers’ messages. As the function and the implied meaning of subjunctive mood is not so familiar to most of the students, it is important for the teacher to help the students figure out the usage of subjunctive mood
clearly by guided discovering, cooperative learning and
using the knowledge.
The grammar in unit 2 focuses only on the subjunctive mood for the past. Since this is a grammatical class, it will be important for the teacher to make all the teaching key points clear to the students and keep up their interest throughout the class. Running through the class is the belief that with the assistance of Multi-media, all the teaching key points can be illustruted and taught with fun, enduring the students’ interest in learning this important grammar.
Presumption of students(Ss) This is the third period of the whole unit. With quite a lot of input of vocabulary and sentence patterns from reading part of this unit, students have already had the basic ability to read, write and speak. Besides, students may have a fundamental understanding about subjunctive mood for the past, as this form of grammar has appeared several times in
the reading part. Yet, students may have little knowledge of
when subjunctive mood is used, how it can be used correctly and what demands attention while it is being used.
Therefore, plenty of language inputs are required in the grammar teaching of subjunctive mood for the past. Furthermore, the language inputs should be easy to understand, which means abundant authentic teaching materials and creating authentic teaching context are required .
Approaches and constructivism, TBLT, group work assignment and
multimedia-assistance
2
methodology Objectives and expectations
After the class, students will be able to
1. understand the implied meaning and function of subjunctive mood for the past
2. have a clear understanding of the structure of subjunctive mood for the past.
3. apply the subjunctive mood for the past to exercises in different forms.
Teaching procedures
Steps
Teacher's activities Students' activities
Lead-in(5ms)
T shows a short video related to the grammar and the students’ school life.
Answer some questions from the teacher to make it clear what the video is about.
T presents the video once again and ask the students to fill in the blanks on the handout.
Ss fill in the blanks in the Student Task Sheet (Part I. STS) and orally present their answers.
Steps
Teacher's activities
Students' activities
The learning of the
meaning and function of subjunctive mood for the
past
T presents contrastive sentences to explain the real meaning of the speakers in
the video, aiming to help
students to figure out the implied
meaning and functions of the subjunctive mood for the past. Ss are encouraged to pick out the correct explanantionative sentence and put it to into the right box and correctly understand the implied meaning and functions of the subjunctive mood for the past.
T asks Ss to give a short
definition about the
subjunctive mood for the
past by filling the blanks with some important words.
Ss fill up the blanks and
read it out loudly.
The learning of the structure of subjunctive mood for the past T presents four sentences appearing in the video and asks Ss to read, discuss and conclude the structure of subjunctive mood for the past. Ss read the sentences out
Discuss with the group
members to find out the similar forms in these sentences;
Conclude the structure of
subjunctive mood for the
past orally.
3
T asks Ss to orally conclude the structure of subjunctive mood for the past and highlight the negative form of subjunctive mood for the past.
Ss orally conclude the structure of subjunctive mood for the past.
T encourages Ss to come up to the stage to identify the different verb forms in main clause and if clause respectively by applying the classroom activity of N5 . Ss are supposed to put the right verb forms into the correct box.
T presents a micro course on the brief conclusion of the mind-mapped structure of subjunctive mood for the past.
Ss are supposed to watch the micro course carefully.
Steps Teacher's activities Students' activities
Exercises
T assigns Ss to choose the correct word forms to complete Liu Yang’s story.
Ss are expected to get the correct answers and find out the differece between real situation and the unreal situation.
T encourages Ss to come up to the TVPC and to fill in the blanks with the correct forms. Ss are expected and encouraged to use the correct form to fill in the blanks. T asks Ss to help improve Liu Yang’s diary. Ss are expected to find out and correct the mistakes in the sentences according to
the context. T asks Ss to help Lucy translate the sentence into English. Ss translate the sentence and improve their writing and share with others. T encourages Ss to give a
summary of how to use subjunctive mood for the past.
Ss are supposed to put the steps in right order. T provides a topic for the studnets to have a free talk in order to orally practise using Ss are expected to have a heated talk about the given topic, using subjuncitve
4
subjunctive mood for the past.
mood for the past. Post-design
review\
Post-teaching
reflection
The teaching is designed to help students have a clear understanding of the meaning, function, structure and usage of subjunctive mood for the past. All the teaching steps are designed according to the students learning law. They will acquire the usage of subjunctive mood for the past from quite a lot of authentic material deriving from their school life.
As it was expected, the students, after the whole class,
mostly can have a good knowledge of subjunctive mood for
the past under the teacher’s instruction. More importantly,
most of them are able to realize some subtle mistakes they may make when applying subjunctive mood for the past, and therefore correct them .
However, putting what they have learnt in this class into practical use in daily life may indeed remain sophisticatedly challenging. Further learning and deeper understanding of this grammar should be enhanced after class.
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