2019-2020年人教版高中英語選修6 Unit 1 Art period 2 教案1.doc

《2019-2020年人教版高中英語選修6 Unit 1 Art period 2 教案1.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年人教版高中英語選修6 Unit 1 Art period 2 教案1.doc（7頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年人教版高中英語選修6 Unit 1 Art period 2 教案1 教學(xué)內(nèi)容分析　　 This teaching period mainly deals with the grammar：the subjunctive mood.In the English language verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood.The indicative mood is used to indicate a fact or put forward a viewpoint.The imperative mood is used to express direct mands or requests.It tells you to do something.It is also used to signal a prohibition，permission or any other kind of exhortation.The subjunctive mood is used to express a condition which is doubtful or not factual.It is most often found in a clause beginning with the word “if”．It is also found in noun clauses，following a verb that expresses a doubt，a wish，regret，request，demand，or proposal.The following are verbs typically followed by clauses with the subjunctive mood：ask，demand，determine，insist，move，order，prefer，remend，regret，request，require，suggest，wish. In this period we will focus on only part of the usages of the subjunctive mood，that is，the subjunctive mood beginning with the word “if” and that following the verb “wish”． 三維目標(biāo)設(shè)計　　　 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 read the reading passage again，pick out the sentences with the subjunctive mood from the reading passage and translate them into Chinese. 2．To ask the students to discover the structure and usages of subjunctive mood by paring a lot of example sentences. 3．To ask the students to do the exercises in Discovering useful structures on Page 5 for students to master the subjunctive mood. 4．To ask the students to summarize the subjunctive mood. 5．To ask the students to do the exercises in Using Structures on Page 43 and some other additional exercises for consolidation. Emotion，attitude and value 1．To get the students to bee interested in grammar learning. 2．To develop the students ability of paring and summarizing. 教學(xué)重、難點　　 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. Step 1　Revision 1．Check the homework exercises. 2．Dictate some new words and expressions. 3．Translate the following sentences into English： (1)那個項目花費(fèi)了大量金錢。 (2)我想開口說幾句，但是有人叫我別作聲。 Suggested answers： (1)A great deal of money was spent on the project. (2)I attempted to speak but was told to be quiet. Step 2　Warming up Ask the students to go back to Page 1 and study the following three sentences in Warming Up and translate them into Chinese paying special attention to their verb forms： (1)If you were an artist，what kind of pictures would you paint? (2)If you could_have three of these paintings on the walls of your classroom，which would you choose? (3)Have you ever wished you could_paint as well as a professional artist? Tell the students that the above three sentences are with the subjunctive mood and then discuss it with them.Then ask the students to think about the question “What is the subjunctive mood？” Step 3　Grammar learning Ask the students to study the following sentences and try to summarize the structure and meaning of the subjunctive mood. 1．The subjunctive mood beginning with the word “if”： (1)If it often rained，the crops would_grow well.如果經(jīng)常下雨的話，莊稼會長得很好。 (The fact is that it doesnt often rain and the crops dont grow well.) (2)If he were here，everything would_be all right.如果他在這兒的話，一切都沒有問題。 (The fact is that he is not here and everything is not all right.) (3)I would certainly go if I were you.我要是你就一定去。 (The fact is that I am not you and I wont go.) 2．The subjunctive mood following the verb “wish”： (1)I wish I were not so busy.但愿我不那樣忙碌。 (The fact is that I am very busy.) (2)I wish I had enough money.但愿我有足夠的錢。 (The fact is that I dont have enough money.) (3)I wish I could_be of some use to you.我希望我對你能有點用處。 (The fact may be that I am not of any use to you.) (4)I wish you wouldnt_look_down_on this kind of work.我希望你不要看不起這種工作。 (The fact is that you indeed look down on this kind of work.) (5)I wish you would_go with us tomorrow.要是你明天同我們一起去就好了。 (The fact is that you wont go with us tomorrow.) Step 4　Summing up Try to help the students draw the following conclusions. 1．The subjunctive mood is usually used to talk about situations that are not true or not likely to be true.The situation referred to in the subjunctive mood is not real，but it is hypothetical. 2．The subjunctive mood is often found in a clause beginning with the word “if”．The past tense(were，did，could do)is often used in the “if” clause and “would＋v.” is often used in the main clause expressing the situation contrary to the present. 3．When the verb “wish” is followed by an object clause，its predicate must be with the subjunctive mood.The past tense(were，did) is often used to express the situation contrary to the present and “could/would＋v.” is often used to express the situation contrary to the future. Step 5　Grammar practice Ask students to do the following exercises： 1．Change the following sentences into the subjunctive mood.Put the verbs into the correct form. (1)He has no right to choose his holiday，so he cant go to Shanghai. (2)I cant eat shellfish because I am allergic to them. (3)As the marble statue is too large for her garden，the housewife wont buy it. (4)We know very little about the disease，so we are not able to treat the patients very effectively. Suggested answers： (1)If he had right to choose his holiday，he would go to Shanghai. (2)If I were not allergic to shellfish，I would enjoy eating them. (3)If the marble statue were not too large for her garden，the housewife would buy it. (4)If we know more about the disease，we would be able to treat the patients very effectively. 2．Do Exercise 3 in Discovering useful structures on Page 5. 3．Do the exercises in Using Structures on Page 43. First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them the correct answers and deal with any problems they might meet. Step 6　Getting more about the grammar Ask students to go back to Page 1 and read through the reading passage A Short History of Western Painting to pick out the sentences with the subjunctive mood and then translate them into Chinese. Suggested answers： 1．If the rules of perspective had_not_been_discovered，no one would_have_been able to paint_such realistic pictures. 如果沒有發(fā)現(xiàn)透視法，人們絕不可能畫出如此逼真的畫。 2．Without the new paints and the new technique，we would_not_be_able_to_see the many great masterpieces for which this period is famous. 沒有新的顏料和新的(繪畫)手法，我們就不可能看到很多使這一時代著名的杰作。 3．There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist. 現(xiàn)代藝術(shù)風(fēng)格有好幾十種，然而如果沒有印象派，那么這許多不同的風(fēng)格就不可能存在。 Step 7　Summing up Try to help the students draw the following conclusions. 1．When the subjunctive mood is found in a clause beginning with the word “if”，“had＋past participles” is used in the “if” clause，while “would/could have＋past participles” is used in the main clause so as to express the situation contrary to the past. 2．In sentences with the subjunctive mood，sometimes a prepositional phrase beginning with “without(＝if not)” is used to take the place of the “if” clause to express implied condition. Step 8　Playing a game 1．Get students to form groups of 6. 2．Let students play the game “If I were a．..，I would...”． Ask the students to take turns to imagine what they would do if they were somebody or did anything with their partners.Make their own sentences as interesting and imaginative as they can.Write down the six best ones and share them with the class. Step 9　Closing down by a quiz Show students the following on the screen or give out test papers to them. 1．When a pencil is partly in a glass of water，it looks as if it ______(break)． 2．I wish everyone ______(be)rich so that there would be no fight for food again. 3．Without your suggestion that I ______(set)off early，I wouldnt have arrived on time. 4．I would rather you ______(return)the book yesterday. 5．The boy insisted that he ______(not cheat)in the exam and ______(not punish)． 6．______(set)off a little earlier，I would have caught the train. 7．My partner got a mountain bike yesterday. How I wish my father ______ one for me on my ing birthday next week. A．buys　 B．will buy　 C．could buy　 D．has bought 8．The young man insisted that he ______ wrong and that he ______ sorry to anyone else at the meeting. A．had done；would say　 B．had done；should say C．should do；would say　 D．should do；should say 9．I dont think that I shall fail. But if I ______，I would try again. A．fail　 B．would fail　 C．should fail　 D．had failed 10．—Can you e to attend our party tonight? —Sorry，but I do wish I ______. A．had B．can C．will D．could 11．Though the girl had been suffering from the blood disease，she acted as if nothing ______ to her while facing her friends and relations. A．happened　　 B．would happen C．was happened D．had happened 12．—Do you mind if we set out earlier tomorrow morning? —Well，Id rather you ______. A．dont B．didnt C．wont D．wouldnt Suggested answers：1.were broken　2.were　3.(should)set　4.had returned5.hadnt cheated；(should)not be punished　6.Had I set/If I had set　7～12 CBCDDB Step 10　Homework Review the structure and usages of the subjunctive mood. Step 11　Reflection after teaching ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________