选修6《Using LanguageⅡ》新课标优质课教案设计

选修6《Using LanguageⅡ》新课标教案优质课下载

　After the class, students will be able to

understand the implied meaning and function of subjunctive mood for the past

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 StepsTeacher's activitiesStudents' activitiesLead-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.StepsTeacher's activitiesStudents' activitiesThe learning of the meaning and function of subjunctive mood for the pastT 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 pastT 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.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.StepsTeacher's activitiesStudents' 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 subjunctive mood for the past.Ss are expected to have a heated talk about the given topic, using subjuncitve mood for the past.Post-design review﹨

Post-teaching reflectionThe 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.

PAGE

PAGE 4