2022届高考英语二轮专题复习虚拟语气教学设计
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| 名称 | 2022届高考英语二轮专题复习虚拟语气教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 20.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-06 22:27:46 | ||
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文档简介
Grammar—the Subjunctive Mood in if-clauses
If条件句中的虚拟语气
三维目标设计
Knowledge and skills
1．to get the students to know the structure of the subjunctive mood.
2．to let the students learn the usages of the subjunctive mood.
3．to enable the students to use the subjunctive mood correctly and properly.
Process and methods
1．to ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences.
2．to ask the students to make a conclusion of the usage of the subjunctive mood.
3．to ask the students to do some exercise to master the subjunctive mood.
Emotion attitude and value
1．to get the students to become interested in grammar learning.
2．to develop the students' ability of comparing and summarizing.
3．to encourage the student to fight for their dreams.
教学重、难点
1．to get the students to master the structure and usages of the subjunctive mood.
2．to enable the students to learn how to use the subjunctive mood correctly.
教学过程
Step 1 greeting and lead in
1．Enjoy an English song “If I were a boy”.
2．Compare and discover.
3．Lead to the definition of subjunctive mood.
设计意图：以一首名为“if I were a boy”的英文歌开始，将歌词中含有虚拟语气的地方以填空形式呈现，要求学生边听歌边填空，在优美的旋律中愉快地完成任务。紧接着用歌词中含有虚拟语气的句子与真实条件句进行观察比较，引出本节课的主题“虚拟语气”。
Step 2 reading and discovering
▲Ask the students to underline and study the sentences with the subjunctive mood and try to summarize the structure.
▲try to help the students draw the following conclusions.
语篇任务阅读：
Tom: Andy, how was your National Day holidays
Andy: Fantastic! I spent most of my time in Hongkong with my parents
Tom: Wow, Hongkong! That's a wonderful place! Unluckily, I was preparing for the driving test. If I had got the time for traveling during the holidays, I would have gone to Paris.
Andy: Driving test Do you want to be a driver
Tom: Exactly. I want to be a taxi driver.
Andy: Well, driving can be very tiring and sometimes dangerous. If I did as well as you in computer, I would choose to be a programmer instead.
Tom: Have you any idea what to do upon graduation
Andy: Ah, it all depends. If I should pass the college entrance exam, I would go on with future education. But if I failed, I would go to find a job. How about you
Tom: If I were to pass the driving test, I would certainly choose to be a driver.
Andy: Well, it’s surprising to hear that you want to be a driver since you are so good at computer programming. If I were you, I would prepare for the computer test now instead.
设计意图：让学生阅读语篇，探究式学习，要求学生在语篇中划出是用虚拟语气的句子。引导学生加以归纳总结虚拟语气在if 条件句中的用法，然后让学生完成表格，使知识系统化，便于理解。
▲虚拟语气在 if 条件句中的用法
条件从句 If 从句的谓语形式 主句的谓语形式
现在 过去时 (were) would/could/should/might +V. (原)
将来 1.过去时(were) 2. should+ V.(原) 3. were to do would/could/should/might +V. (原)
过去 had done would/could/should/might + have done
step 3 find rules and practice
try to finish 3 sentences.
help the students make a summary of the usage of subjunctive mood. And keep the rules in mind.
设计意图：通过设计呈现不同时间的条件虚拟句，把刚才总结归纳出来的虚拟语气的语法规则再一次运用总结深化。然后告诉学生英语学习中这些语法规则是很重要的，需要规则记在脑袋里面，为下面的抢红包活动做铺垫。
Step 4 competition
▲Finish 8 tasks (snatch the red envelop 抢红包 )
let students choose an envelop，and then finish the task link to the envelop. Anyone who gives the correct answer first will have a chance to get a foreign currency.
设计意图：本环节的练习任务我设计成了现在非常流行的抢红包形式。每一个红包都链接到一个练习任务，能够最先举手回答出正确答案的学生，就有机会从我手上抽取一张纸币（人民币，越南盾，泰铢，港币，缅甸币……）。活动是这样的，先由学生任意选择一个红包，然后链接到相应的题目，留给相应的时间给学生思考做题。时间到后，最先举手回答正确的同学，就可以抽取一张纸币。这个环节不仅可以让学生巩固之前学习的虚拟语气，而且非常刺激，学生参与度高，有望达到整节课的高潮。而且这些练习里面包含有填空，改错，朗读诗词，翻译等，使学生在听说读写译各个方面都得到了一定的锻炼。
Step 5 presentation
(practice makes perfect)
▲设计意图: 抢红包的环节中任务与任务之间没有实质性的联系，那么，在这个环节中就创设一个关联更为强大的语篇，让学生能更好的在语篇中感受虚拟语气。
Activity1: Titanic（为经典电影设计台词，学生分角色配音配乐朗读）
Scene1: Jack is a poor young artist who wants to go to America. But the ticket is so expensive, imagine what Jack might think now:(contrary to the present)
“If I ________(work) hard,I ______________(have) many money now.
If I ______________(have) a lot of money, I ______________(buy) a ticket.
I ______________(be) on board, if I ______________(buy) a ticket.
I ______________(sail) for America, if I ______________(be) on board.”
Scene2: Titanic was sailing on its voyage for America, they met each other on the board and then fell in love, imagine what Jack might have said to rose: (contrary to the past)
Jack: Rose
“If I ______________ (not win) the ticket, I wouldn't have been on board.
If I hadn't been on board, I __________________ (not meet) you.
If I ______________ (not meet) you, I ____________________ (not find) the love of my life.
So winning that ticket was the luckiest thing that had happened to me.”
Scene3: Suddenly the ship hit an iceberg and it sank, imagine what Rose might have said to Jack: (contrary to the future)
Rose: Jack
“If you _________ (survive), you (live)a happy life.
If we both (live), nothing (separate) us in the future.
If we all (live) tomorrow, it (be) the most unforgettable memory.”
what Jack might have said to rose:
“If we ______________(survive), I ______________(find) a good job .
If I ______________(have) a good job, I ______________(make) a lot of money.
If I______________( make) a lot of money, I______________(buy) a big house
If I______________(buy) a big house, I ______________(marry) you at once.
If we______________ (marry), we ______________(live) a happy life in the future.”
Activity2: Three days to see-adapted from Three Days to See by Helen Keller
▲设计意图: 读经典节选，完成阅读任务。通过情景运用，引导学生在不同的情境中灵活运用所学知识。把课堂教给学生，促成课堂生成，想通过情景创设的氛围产生思维碰撞的火花。
Three days to see
----adapted from Three Days to See by Helen Keller
Recently I was visited by a friend who had just returned from a walk in the woods, and I asked her what she had seen. Nothing in particular,"she replied, "If I had known you would ask me, I would have observed(observe) carefully."
l 'm only allowed to imagine how beautiful the world would be. If, by some miracle, l were (be) like you, who could see everything clearly, I would want (want) to see the people whose kindness has made my life worth living. I would also view the small simple things of my home. I would not be (not be) able to sleep, so full would my mind be of the memories of the world.
If l were (be) the president of a university, I would establish(建立) a course in How to Use Your Eyes". If I were the professor, I would try (try) to show my students how they could appreciate the beauty of life by fully seeing them.
If you were(be) me, how would you use your own eyes l' m sure if you had known you would die soon, you wouldn't have wasted (not waste) your time. So use your eyes as if tomorrow you would be stricken blind. Hear the music as if you would be stricken deaf tomorrow. Smell the perfume of flowers, as if you would never smell them again.
Q: If you had a lot of money, what would you do
Would you like to help those in need
设计意图：可能有的老师就会认为，给学生发纸币这样一节课的代价也太大了。而这个环节的设计能够巧妙地收回之前发出去的纸币。在学生抢完红包之后，大家都沉浸在兴奋中。此时，我就问学生“If you had a lot of money, what would you do ”？然后提问几个学生。然后再问“Would you like to help those in need ”，再在ppt上展示一张儿童需要帮组的图片，问学生愿不愿意帮助他们，此时学生基本上都会回答“yes”。然后，让刚才拿到纸币的同学站起来，再从讲台底下拿出一个捐款箱，借机把刚才发出去的纸币收回来。这个环节出乎意料，又在情理之中。此时，可以鼓励学生：If you want to have a lot of money, you can study hard, and make money in the future. If you have a dream, just fight for it! If you want to do something, just do it! 这样便可以对本节课进行情感上的升华。
step 6 summary
step 7 homework
review the structure and write a composition .
设计意图：通过让学生完成课后布置的作文，提高巩固语法知识，培养学生灵活运用虚拟语气的写作能力，全面提高学生的综合语言运用能力。
If条件句中的虚拟语气
三维目标设计
Knowledge and skills
1．to get the students to know the structure of the subjunctive mood.
2．to let the students learn the usages of the subjunctive mood.
3．to enable the students to use the subjunctive mood correctly and properly.
Process and methods
1．to ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences.
2．to ask the students to make a conclusion of the usage of the subjunctive mood.
3．to ask the students to do some exercise to master the subjunctive mood.
Emotion attitude and value
1．to get the students to become interested in grammar learning.
2．to develop the students' ability of comparing and summarizing.
3．to encourage the student to fight for their dreams.
教学重、难点
1．to get the students to master the structure and usages of the subjunctive mood.
2．to enable the students to learn how to use the subjunctive mood correctly.
教学过程
Step 1 greeting and lead in
1．Enjoy an English song “If I were a boy”.
2．Compare and discover.
3．Lead to the definition of subjunctive mood.
设计意图：以一首名为“if I were a boy”的英文歌开始，将歌词中含有虚拟语气的地方以填空形式呈现，要求学生边听歌边填空，在优美的旋律中愉快地完成任务。紧接着用歌词中含有虚拟语气的句子与真实条件句进行观察比较，引出本节课的主题“虚拟语气”。
Step 2 reading and discovering
▲Ask the students to underline and study the sentences with the subjunctive mood and try to summarize the structure.
▲try to help the students draw the following conclusions.
语篇任务阅读：
Tom: Andy, how was your National Day holidays
Andy: Fantastic! I spent most of my time in Hongkong with my parents
Tom: Wow, Hongkong! That's a wonderful place! Unluckily, I was preparing for the driving test. If I had got the time for traveling during the holidays, I would have gone to Paris.
Andy: Driving test Do you want to be a driver
Tom: Exactly. I want to be a taxi driver.
Andy: Well, driving can be very tiring and sometimes dangerous. If I did as well as you in computer, I would choose to be a programmer instead.
Tom: Have you any idea what to do upon graduation
Andy: Ah, it all depends. If I should pass the college entrance exam, I would go on with future education. But if I failed, I would go to find a job. How about you
Tom: If I were to pass the driving test, I would certainly choose to be a driver.
Andy: Well, it’s surprising to hear that you want to be a driver since you are so good at computer programming. If I were you, I would prepare for the computer test now instead.
设计意图：让学生阅读语篇，探究式学习，要求学生在语篇中划出是用虚拟语气的句子。引导学生加以归纳总结虚拟语气在if 条件句中的用法，然后让学生完成表格，使知识系统化，便于理解。
▲虚拟语气在 if 条件句中的用法
条件从句 If 从句的谓语形式 主句的谓语形式
现在 过去时 (were) would/could/should/might +V. (原)
将来 1.过去时(were) 2. should+ V.(原) 3. were to do would/could/should/might +V. (原)
过去 had done would/could/should/might + have done
step 3 find rules and practice
try to finish 3 sentences.
help the students make a summary of the usage of subjunctive mood. And keep the rules in mind.
设计意图：通过设计呈现不同时间的条件虚拟句，把刚才总结归纳出来的虚拟语气的语法规则再一次运用总结深化。然后告诉学生英语学习中这些语法规则是很重要的，需要规则记在脑袋里面，为下面的抢红包活动做铺垫。
Step 4 competition
▲Finish 8 tasks (snatch the red envelop 抢红包 )
let students choose an envelop，and then finish the task link to the envelop. Anyone who gives the correct answer first will have a chance to get a foreign currency.
设计意图：本环节的练习任务我设计成了现在非常流行的抢红包形式。每一个红包都链接到一个练习任务，能够最先举手回答出正确答案的学生，就有机会从我手上抽取一张纸币（人民币，越南盾，泰铢，港币，缅甸币……）。活动是这样的，先由学生任意选择一个红包，然后链接到相应的题目，留给相应的时间给学生思考做题。时间到后，最先举手回答正确的同学，就可以抽取一张纸币。这个环节不仅可以让学生巩固之前学习的虚拟语气，而且非常刺激，学生参与度高，有望达到整节课的高潮。而且这些练习里面包含有填空，改错，朗读诗词，翻译等，使学生在听说读写译各个方面都得到了一定的锻炼。
Step 5 presentation
(practice makes perfect)
▲设计意图: 抢红包的环节中任务与任务之间没有实质性的联系，那么，在这个环节中就创设一个关联更为强大的语篇，让学生能更好的在语篇中感受虚拟语气。
Activity1: Titanic（为经典电影设计台词，学生分角色配音配乐朗读）
Scene1: Jack is a poor young artist who wants to go to America. But the ticket is so expensive, imagine what Jack might think now:(contrary to the present)
“If I ________(work) hard,I ______________(have) many money now.
If I ______________(have) a lot of money, I ______________(buy) a ticket.
I ______________(be) on board, if I ______________(buy) a ticket.
I ______________(sail) for America, if I ______________(be) on board.”
Scene2: Titanic was sailing on its voyage for America, they met each other on the board and then fell in love, imagine what Jack might have said to rose: (contrary to the past)
Jack: Rose
“If I ______________ (not win) the ticket, I wouldn't have been on board.
If I hadn't been on board, I __________________ (not meet) you.
If I ______________ (not meet) you, I ____________________ (not find) the love of my life.
So winning that ticket was the luckiest thing that had happened to me.”
Scene3: Suddenly the ship hit an iceberg and it sank, imagine what Rose might have said to Jack: (contrary to the future)
Rose: Jack
“If you _________ (survive), you (live)a happy life.
If we both (live), nothing (separate) us in the future.
If we all (live) tomorrow, it (be) the most unforgettable memory.”
what Jack might have said to rose:
“If we ______________(survive), I ______________(find) a good job .
If I ______________(have) a good job, I ______________(make) a lot of money.
If I______________( make) a lot of money, I______________(buy) a big house
If I______________(buy) a big house, I ______________(marry) you at once.
If we______________ (marry), we ______________(live) a happy life in the future.”
Activity2: Three days to see-adapted from Three Days to See by Helen Keller
▲设计意图: 读经典节选，完成阅读任务。通过情景运用，引导学生在不同的情境中灵活运用所学知识。把课堂教给学生，促成课堂生成，想通过情景创设的氛围产生思维碰撞的火花。
Three days to see
----adapted from Three Days to See by Helen Keller
Recently I was visited by a friend who had just returned from a walk in the woods, and I asked her what she had seen. Nothing in particular,"she replied, "If I had known you would ask me, I would have observed(observe) carefully."
l 'm only allowed to imagine how beautiful the world would be. If, by some miracle, l were (be) like you, who could see everything clearly, I would want (want) to see the people whose kindness has made my life worth living. I would also view the small simple things of my home. I would not be (not be) able to sleep, so full would my mind be of the memories of the world.
If l were (be) the president of a university, I would establish(建立) a course in How to Use Your Eyes". If I were the professor, I would try (try) to show my students how they could appreciate the beauty of life by fully seeing them.
If you were(be) me, how would you use your own eyes l' m sure if you had known you would die soon, you wouldn't have wasted (not waste) your time. So use your eyes as if tomorrow you would be stricken blind. Hear the music as if you would be stricken deaf tomorrow. Smell the perfume of flowers, as if you would never smell them again.
Q: If you had a lot of money, what would you do
Would you like to help those in need
设计意图：可能有的老师就会认为，给学生发纸币这样一节课的代价也太大了。而这个环节的设计能够巧妙地收回之前发出去的纸币。在学生抢完红包之后，大家都沉浸在兴奋中。此时，我就问学生“If you had a lot of money, what would you do ”？然后提问几个学生。然后再问“Would you like to help those in need ”，再在ppt上展示一张儿童需要帮组的图片，问学生愿不愿意帮助他们，此时学生基本上都会回答“yes”。然后，让刚才拿到纸币的同学站起来，再从讲台底下拿出一个捐款箱，借机把刚才发出去的纸币收回来。这个环节出乎意料，又在情理之中。此时，可以鼓励学生：If you want to have a lot of money, you can study hard, and make money in the future. If you have a dream, just fight for it! If you want to do something, just do it! 这样便可以对本节课进行情感上的升华。
step 6 summary
step 7 homework
review the structure and write a composition .
设计意图：通过让学生完成课后布置的作文，提高巩固语法知识，培养学生灵活运用虚拟语气的写作能力，全面提高学生的综合语言运用能力。