虚拟语气—教学设计【教学参考】.docx

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1、虚拟语气一教学设计【教学参考】PEP Senior High School M6 UI ArtSubjunctive Mood(Grammar)Designer: ConnieTime of lesson: 40 minutesStudents: Senior twoTeaching material: PEP Senior high school M6 UITextbook analysis: The theme of this unit is art, and in reading I, students learned four different styles of painting.

2、 When it comes to the grammar point of this unit, it is about subjunctive mood. In this unit, the subjunctive mood most focus on two patterns:“If.were/did. . . , . would/could/might/should do.” and “I wish. . . would/could do.” It is also mentioned the usage of subjunctive mood and its differences i

3、n different tenses.Student analysis: Students are senior two students, so they have a rather solid foundation of English, but they may not learn this grammar point systematically before. For most of the students, subjunctive mood is a little bit hard to understand, and some of them may even find itf

4、uturewishwould/could/were/ did小蝌蚪找妈妈教学设计教学目标：1、知识目标：知道小蝌蚪变成青蛙的过程；2、能力目标：培养学生正确、流利、有感情的朗读课文的能力；培养学生大胆表演、质疑、想像、表达的能力；3、情感目标：了解青蛙是益虫，懂得保护青蛙。重点难点：重点是了解小蝌蚪变成青蛙的过程；难点是分角色朗读和表演。教具准备：头饰、课中操音乐多媒体课件教学过程：一、谜语导入，激发兴趣：亲爱的同学们，上课之前，老师先请大家猜一个谜语：1、小黑鱼，滑溜溜，圆圆脑袋长尾巴，池塘里面游呀游。板书：小蝌蚪2、绿衣小英雄，田里捉害虫，冬天它休息，夏天它捉虫。板书：青蛙3、小蝌蚪和青蛙

5、之间是什么关系呢？板书：妈妈4、今天，我们就来学一个非常有趣的故事。板书：找齐读课题：小蝌蚪找妈妈二、观看动画，理清思路：1、先请大家看这篇文章的动画片。2、这篇课文讲了一件什么事？（1）这篇课文主要讲的是：小蝌蚪去找她的妈妈，先碰到了鲤鱼，又碰到 了乌龟，最后才找到了他们的妈妈青蛙。（2）这篇课文主要讲的是小蝌蚪怎样变成青蛙的故事。找鲤鱼乌龟变并在田字格里指导学生写“变”字三、配乐朗读，初步感知：1、师配乐范读，学生回答：这篇课文有几个自然段？在书上标出。2、学生配乐按自然段接读课文后，认读二类字。灰黑色迎上去阿姨头顶披着鼓着3、小蝌蚪是怎样变成青蛙的？板书：长出后退长出前腿尾巴变短四、研读

6、课文，理解内容：1、那蝌蚪是什么样？学习第一段帚动作表演读，突出小蝌蚪的特点，增加趣味性，加深对蝌蚪外形的认识。2、青蛙什么样？学习第四段：采用换角色自述的方式，让孩子们进一步加深对青蛙外形的认识。如一一例：我是一只大青蛙，我头上鼓着一对大眼睛，披着碧绿的衣裳，露着雪白 的肚皮，四条腿，宽嘴巴。3、跳课中操小青蛙找家4、指导写“披”字5、采用分角色朗读、帚头饰表演等形式分别学习二、三、五段。（1）用情景模拟和看课件演练的形式，让学生理解“迎上去”、“追上去”“游过去”三个词的意思；并板书：迎追游（2）指导朗读不同的语气：小蝌蚪的焦急和欣喜鲤鱼妈妈的温和乌龟的慢 吞吞青蛙的慈祥和疼爱（3）引导质

7、疑：为什么把乌龟当成它们的妈妈呢？（因为乌龟也有个大嘴 巴）进一步引导学生明白：之所以小蝌蚪认错，是因为鲤鱼妈妈没有把青蛙的全 部特征描写清楚，才造成这样的误会。以后我们在描写人物外貌的时候一定要描 写全面和具体，把特征说全。另外，小蝌蚪也不对，不能根据身体的局部的特征 就去判断，也就是说看事物要全面，做深入了解。五、板书总结，回顾全文：这篇课文有两条线索，一条是找，讲了小蝌蚪在找妈妈的过程中，遇到鲤鱼 阿姨就迎上去问，看到乌龟像它们的妈妈就追上去喊，最后看到大青蛙才游过去 叫妈妈。同时在找的过程中身体发生了一系列的变化：先长出两条后退，再长出 两条前腿，最后尾巴变短不见了，变成了青蛙。课堂练

8、习：小蝌蚪先长出（），过了几天，又长出（），再过几天，（）变短了，渐渐的, （）已经不见了，变成了（）。学情分析目的：学情分析就是学生在学习方面有什么特点，学习 方法怎样，习惯怎样，兴趣如何等。设计理念包括教学方法和学 法指导，以及教学设想。进一步培养良好的学习习惯，挖掘学生 潜 能，因材施教，到达具体的教学目标。学情分析内容：1. 教学主题：青蛙写诗是部编教材一年级上册第六单元的第七 课。本文是一首儿童诗，共有五小节。文中以物拟人，生动地 描绘了雨天的池塘里青蛙在高兴地“呱呱呱”叫着作诗的情景。 以此为情节引导学生学习生字，初步认识和了解三种标点符号。 教材内容图文并茂，活泼形象，富于童趣，

9、富于想象，富于创造 性。2.教学对象：一年级学生天性活泼、充满好奇，而本课十 分适合一年级孩子学习语言，认识事物，对于训练孩子的想象, 朗读能力有很大帮助，同时也为教师的创造性教学留下广阔空 间。3.教学重难点及突破：重点：写字、识字、朗读课文；通 过学习课文，大致理解几种 标点符号的用法。难点：1.正确、 流利、有感情地朗读课文。2.初步了解三种标点符号的用法。教 学突破：将标点符号与相关事物相结合，指导学生感受标点符 号的“形”，再结合具体的语句指导学生了解其意思，并通过对 逗 号、句号、省略号不同语气的感悟来引导学生读好课文。学情 分析方法和工具：学情分析的主要内涵包括学生的起点水平、

10、学习兴趣、学习风格等。进行学情分析时应把握好个性与共性的 结合，动态与静态的统一。我确定学情方法如下：1.谈话法： 通过和学生的直接交谈，可以对学生有一个了解，还可以进行 不同角度下的比照分析。2.观察法：通过学生的课上表现以及 提问对知识的理解程度，更好的掌握学生的认知能力以及认知 水平。我准备利用多媒体和板书等手段辅助教学，从而让学生 更好的、更直观的理解和掌握本课的知识点。incomprehensible, so it is important to make it as clear as possible for them, especially when it comes to th

11、e differences in different tenses.Teaching focus and difficulties:1 .Help the students command the usage of subjunctive mood and use it properly, understanding the structures:“If.were/did., would/could/might/should do. ” and “I wish. . . would/could do.”;2 . Students may find it hard to understand t

12、he changes of tense.Teaching objectives: After the lesson, students are able to:1. Language abilities:a. know the structures of subjunctive mood: “If were/did. . . ,. would/could/might/shoulddo. . . ” and I wish. . . would/could do.”;b.understand the functions of subjunctive mood, and distinguish it

13、 with normal sentences;Qualities:a. care more about their own school;b. be more close with their classmates;Learning abilities:a. learn by means of comparison and summary;2. Culture:a. know more about art.Teaching method: Task-based language teaching methodTeaching aids:PPT slides, blackboard, cards

14、, handoutsTeaching procedures:StageStage aimTeacher s activitiesStudentsactivitiesTimeWarming upTo recallSs, memories of the Reading I in this unitReminding Ss of the different styles of painting, and review some words and phrasesTelling the teacher the 4 styles and the words and phrases that have l

15、earned beforeWork-mode: personal3minsExperien cingTo arouseSs， interestPlaying a tape that is about teachersListening to the tape and thinking of one s own3minsdiscussion on school s redecoration ,asking Ss to give their ideaideaWork-mode:personalTo find outthe structure of subjunctive moodAsking Ss

16、 to listen to the tape again and repeat the sentences, find out the structureListening to the tape carefully, retelling it and guessing the structureWork-mode: personal4minsExplorin gTo teach Ss the first structure (If. . . were/ did., would/could /might/shouId do.)Completing the structure which Ss

17、just guessed, and use some examples to illustrate itListening to teacher s explanation, reading the examplesWork-mode: personal6minsTo teach Ss the function of subjunctive moodAsking the Ss to read the sentences, and discuss in groups what it functions, then giving them a summaryReading the sentence

18、s and finding out the functions Work-mode: group5minsTo teach Ss the second structure (I wish. . . woul d/could do.)Giving Ss another group of examples and leading them to find out the structureReading the examples and summarize the structureWork-mode: personal4minsTo teach theSs the differences in

19、different tensesGiving Ss some sentences from Reading I and askingReading the examples and finding out the differences,6minsthem to find out the differences between them and the former structures, then telling them how to change the structures according to tenseslearning how it changes Work-mode: pe

20、rsonalApplyingTo enhanceSs， understand!ng of subjunctive moodGiving them three multiple choices and asking them to answer themAnswering the questions and telling the reason of your choice Work-mode: personal4min sTo apply what theyAsking Ss to make aMaking a sentence with4minslearned intopracticesen

21、tence with subjunctive mood, andtelling their own feelings to their classmatessubjunctive mood and tell one s own feelings to classmates Work-mode:groupHomeworkTo further enhance Ss understand!ng of subjunctive moodAsking Ss to review the grammar point and finish the exercises on workbook after clas

22、sReviewing the grammar point and finishing the exercises after class Work-mode: personalIminsBlackboard writing:M6 UI ArtIf. . . were/did. . . , . would/could/might/should do.I wish. . . would/could do.PastPresentFutureSubjunctive MoodIf were/did ,.would/could/might/should do.(1) If I were the princ

23、ipal, I would plant more trees in our school.(2) If he were here, everything would be all right.(3) If I had enough money, I would buy a new car.Something not true, or not likely to become true.(1) I wish I could go back to the Tang Dynasty.(2) I wish you would go with us tomorrow.(3) I wish I could

24、 fly in the sky.I wish.would/could do.* If clauseTimeVerbMain clausepresentwere/didwould/could/shoul d/ might dopasthad donewould/could/shoul d/ might have donefuture1. were/did2. were to do3. should dowould/could/shoul d/ might do* I wishTimeVerbMain clausepresentwishwould/could/were/ didpastwishedhave been/done