新人教版選修六 unit 2 poem period 3[教案]

1、優(yōu)質(zhì)文檔優(yōu)質(zhì)文檔Period3Grammar—theSubjunctiveMood(2)整體設(shè)計教學(xué)內(nèi)容分析Thisteachingperiodmainlydealswiththegrammar：thesubjunctivemood(2)FromUnit1wehavealreadyknownthatintheEnglishlanguage，verbsareoftendividedintothreedifferentmoods—thein

2、dicativemood，theimperativemoodthesubjunctivemood.WehavelearnedtwokindsofsubjunctivemoodinUnit1：oneisfoundafterthewd“wish”，theotherisfoundinaclausebeginningwiththewd“if”talkingabouttheimaginedconsequenceofasituationatpres

3、entthatisimpossibletohappen.Inthisperiodwewillcontinuetofocusonanotherkindofsubjunctivemood，thatis，thesubjunctivemoodbeginningwiththewd“if”，talkingabouttheimaginedconsequenceofasituationinthepastthatdidnothappeninthefutu

4、rethatisnotlikelytohappen.三維目標(biāo)設(shè)計Knowledgeskills1Togetthestudentstoknowthestructureofthesubjunctivemood.2Toletthestudentslearntheusagesofthesubjunctivemood.3Toenablethestudentstousethesubjunctivemoodcrectlyproperly.Proces

5、smethods1Toaskthestudentstoreadthereadingpassageagain，pickoutthesentenceswiththesubjunctivemoodtranslatethemintoChinese.2Toaskthestudentstodiscoverthestructureusagesofthesubjunctivemoodbycomparingalotofexamplesentences.3

6、ToaskthestudentstodotheexercisesinDiscoveringusefulstructuresonPage13tomasterthesubjunctivemood.4Toaskthestudentstosummarizetheusagesofthesubjunctivemood.5ToaskthestudentstodotheexercisesinUsingStructuresonPages50－51some

7、otheradditionalexercisesfconsolidation.Emotion，attitudevalue1Togetthestudentstobecomeinterestedingrammarlearning.2Todevelopthestudentsabilityofcomparingsummarizing.教學(xué)重、難點1Togetthestudentstomasterthestructureusagesofthesu

8、bjunctivemood.2Toenablethestudentstolearnhowtousethesubjunctivemoodcrectly.教學(xué)過程Step1Revision1Checkthehomewkexercises.2Dictatesomenewwdsexpressions.3TranslatethefollowingsentencesintoEnglish：(1)我們的時間快用完了。優(yōu)質(zhì)文檔優(yōu)質(zhì)文檔要是有雨，這莊稼

9、還有救。此類句型的主句謂語有時可以用祈使句甚至將來時態(tài)：Ifitshouldraintomrow，dontexpectme.萬一明天下雨，就不要等我了。IfIshouldbefreetomrow，Iwillcome.萬一我明天有空，我就來。(3)從句謂語用wereto＋動詞原形(通常指可能性極小或近乎不可能，有時指出乎意料)：Ifthesunweretoriseinthewest，mylovefyouwouldnotchange.[來源

10、:學(xué)科網(wǎng)]即使太陽從西邊升起，我對你的愛也不會變。Step4SummingupTrytohelpthestudentsdrawthefollowingconclusions：1Thesubjunctivemoodisusuallyusedtotalkaboutsituationsthatarenottruenotlikelytobetrue.Thesituationreferredtointhesubjunctivemoodisnot

11、real，butitishypothetical.2Thesubjunctivemoodisoftenfoundinaclausebeginningwiththewd“if”Thepastperfecttense(haddonebeen)isoftenusedinthe“if”clause“would＋havedonebeen”isoftenusedinthemainclauseexpressingthesituationcontrar

12、ytothepast.3Inexpressingthesituationcontrarytothefuture，“weredidshould＋v.wereto＋v.”isoftenusedinthe“if”clause“would＋v.”isoftenusedinthemainclauseexpressingthesituationcontrarytothefuture.Step5GrammarpracticeAskstudentst

13、odothefollowingexercises：1Changethefollowingsentencesintothesubjunctivemood.Puttheverbsintothecrectfms.(1)Shewasbusy，soshedidntcome.(2)Wedidntknowyourtelephonenumber，sowedidntcallyou.(3)Everybodywhoatethefishgotsick.Idid

14、nteatanyfish.Suggestedanswers：(1)Ifshehadntbeenbusy，shewouldhavecome.(2)Ifwehadknownyourtelephonenumber，wemighthavecalledyou.(3)IfIhadeatenthefish，Iwouldhavegottensicktoo.2DoExercise3inDiscoveringusefulstructuresonPage13

15、.3DotheexercisesinUsingStructuresonPages50－51.Firstaskstudentstodotheexercisesindividually，thenletthemdiscusschecktheiranswerswiththeirpartners，finallygivethemthecrectanswersdealwithanyproblemstheymightmeet.Step6Getting