虚拟语气教案--【教学参考】.docx

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1、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. When it comes

2、to the grammar point of this unit, it is about subjunctive mood. In this unit, the subjunctive mood most focus on two patterns: “Iwere/did, .would/could/might/should do.Z, and I wish.would/could do.? It is also mentioned the usage of subjunctive mood and its differences in different tenses.Student a

3、nalysis: 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 it incomprehensible, so it is i

4、mportant to make it as clear as possible for them, especially when it comes to the 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. a

5、nd I wish.would/could do ”；2. Students may find it hard to understand the changes of tense.Teaching objectives: After the lesson, students are able to:1. Language abilities:A. know the structures of subjunctive mood: 6If.were/did., .would/could/might/should do.” and “I wish.would/could do.”;understa

6、nd the functions of subjunctive mood, and distinguish it with normal sentences;2. Qualities:A. care more about their own school;be more close with their classmates;3. Learning abilities:A. learn by means of comparison and summary;4. Culture:A. know more about art.Teaching method: Task-based language

7、 teaching methodTeaching aids:PPT slides, blackboard, cards, handoutsTeaching procedures:StageStage aimTeachers activitiesStudents9 activitiesTimeWarming upTo recall Ss memories of the Reading I in this unitReminding Ss of the different styles of painting, and review some words and phrasesTelling th

8、e teacher the 4 styles and the words and phrases that have learned before Work-mode: personal3minsExperiencingTo arouse Ss interestPlaying a tape that is about teachers9 discussion on schoofs redecoration, asking Ss to give their ideaListening to the tape and thinking of ones own idea Work-mode: per

9、sonal3minsTo find out the structure of subjunctive moodAsking Ss to listen to the tape again and repeat the sentences, find out the structureListening to the tape carefully, retelling it and guessing the structure Work-mode: personal4minsExploringTo teach Ss the first structure(If were/did ，w ould/c

10、ould/might/sh ould do.)Completing the structure which Ss just guessed, and use some examples to illustrate itListening to teacher9s explanation, reading the examples Work-mode: personal6minsTo teach Ss the function of subjunctive moodAsking the Ss to read the sentences, and discuss in groups what it

11、 functions, then giving them a summaryReading the sentences and finding out the functions Work-mode: group5minsTo teach Ss the second structure (I wish.would/could do.)Giving Ss another group of examples and leading them to find out the structureReading the examples and summarize the structureWork-m

12、ode: personal4minsTo teach the Ss the differences in different tensesGiving Ss some sentences from Reading I and asking them to find out the differences between them and the former structures, then telling them how to change the structures according to tensesReading the examples and finding out the

13、differences, learning how it changes Work-mode: personal6minsApplyingTo enhance Ss understanding of subjunctive moodGiving them three multiple choices and asking them to answer themAnswering the questions and telling the reason of your choice Work-mode: personal4minsTo apply what they learned into p

14、racticeAsking Ss to make a sentence with subjunctive mood, and telling their own feelings to their classmatesMaking a sentence with subjunctive mood and tell ones own feelings to classmates Work-mode: group4minsHomeworkTo further enhance Ss understanding of subjunctive moodAsking Ss to review the gr

15、ammar point and finish the exercises on workbook after classReviewing 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.111PastPresentFutureSubjunctive MoodIf.were/did., .woul

16、d/could/might/should do.(1) If I were the principal, 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 y

17、ou would go with us tomorrow.(3) I wish I could fly in the sky.I wish.would/could do.* If clauseTimeVerbMain clausepresentwere/didwould/could/should/ might dopasthad donewould/could/should/ might have donefuture1. were/did2. were to do3. should dowould/could/should/ might do* I wishTimeVerbMain clau

18、sepresentwishwould/could/were/ didpastwishedhave been/donefuturewishwould/could/were/ did小数除法教材简介：本单元的主要内容有：小数除以整数、一个数除以小数、商的近似值、循环 小数、用计算器探索规律、解决问题。教学目标1、使学生掌握小数除法的计算方法。2、使学生会用“四舍五入”法，结合实际情况用“进一”法和“去尾”法取商 的近似数，初步认识循环小数、有限小数和无限小数。3、使学生能借助计算器探索计算规律，能应用探索出的规律进行小数乘除法的 计算。4、使学生体会解决有关小数除法的简单实际问题，体会小数除法的应

19、用价值。教学建议：1 .抓住新旧知识的连接点，为小数除法的学习架设认知桥梁。2.联系数的含义进行算理指导，帮助学生掌握小数除法的计算方法。课时安排：本单元可安排11课时进行教学。第一课时 小数除以整数（一）商大于1教学内容：P16例1、做一做，P19练习三第1、2题。教学目的：1、掌握比较容易的除数是整数的小数除法的计算方法，会用这种方法计算相应 的小数除法。2、培养学生的类推能力、发散思维能力、分析能力和抽象概括能力。3、体验所学知识与现实生活的联系，能应用所学知识解决生活中的简单问题， 从中获得价值体验。教学重点：理解并掌握小数除以整数的计算方法。教学难点：理解商的小数点要与被除数的小数点

20、对齐的道理。教学过程：一、复习准备：计算下面各题并说一说整数除法的计算方法.224 + 4=4164-32=13804-15 =-N导入新课：情景图引入新课：同学们你们喜欢锻炼吗？经常锻炼对我们的身体有益，请看王 鹏就坚持每天晨跑，请你根据图上信息提出一个数学问题？出示例1：王鹏坚持晨练。他计划4周跑步22. 4千米，平均每周应跑多少千米？教师：求平均每周应跑多少千米，怎样列式？ （22.4 + 4）观察这道算式和前面学习的除法相比有什么不同？板书课题：“小数除以整数”。三.教学新课：教师：想一想，被除数是小数该怎么除呢？小组讨论。分组交流讨论情况： （1）生：22. 4 千米=22400 米

21、22400 + 4=5600 米5600 米=5. 6 千米（2）还可以列竖式计算。教师：请同学们试着用竖式计算。计算完后，交流自己计算的方法。教师：请学生将自己计算的竖式在视频展示台上展示出来，具体说说你是怎样算 的？追问：24表示什么？商的小数点位置与被除数小数点的位置有什么关系？引导学生理解后回答“因为在除法算式里，除到被除数的哪一位，商就写在哪一 位上面，也就是说，被除数和商的相同数位是对齐了的，只有把小数点对齐了， 相同数位才对齐了，所以商的小数点要对着被除数的小数点对齐”.问：和前面准备题中的224除以4相比,224除以4和它有哪些相同的地方?有哪 些不同的地方？怎样计算小数除以整

22、数？（按整数除法的方法除，计算时商的小数点要和 被除数的小数点对齐）教师：同学们赞同这种说法吗？（赞同）老师也赞同他的分析.教师：大家会用这种方法计算吗？（会）请同学们用这种方法算一算.四、巩固练习完成“做一做”：25.24-634.54-15五、课堂作业：练习三的第1、2题课后反思：学生们在前一天的预习后共提出四个问题：1,被除数是小数的除法怎样计算？（熊佳豪）2,为什么在计算时先要扩大，最后又要将结果缩小？（郑扬）3,小数除以整数怎样确定小数点的位置？（梅家顺）4,为什么小数点要打在被除数小数点的上面？特别是第4个问题很有深度，有研究的价值.在这四个问题的带动下，学生们一直精神饱满地投入到

23、学习的全过程，教学效果相当好.第二课时小数除以整数（二）商小于1教学内容：P17例2、例3、做一做，P18例4、做一做，P1920练习三第3一11 题。教学目的：1、使学生学会除数是整数的小数除法的计算方法，进一步理解除数是整数的小 数除法的意义。2、使学生知道被除数比除数小时，不够商1,要先在商的个位上写0占位；理 解被除数末位有余数时，可以在余数后面添0继续除。3、理解除数是整数的小数除法的计算法则跟整数除法之间的关系，促进学习的 迁移。教学重点：能正确计算除数是整数的小数除法。教学难点：正确掌握小数除以整数商小于1时，计算中比较特殊的两种情况。教学过程：一、复习：教师出示复习题：（1）

24、22.4 + 4（2） 21.454-15教师先提问：“除数是整数的小数除法，计算时应注意什么？ ”然后让学生独立 完成。二、新课1、教学例2：上节课我们知道王鹏平均每周跑5.6千米，那他每天跑多少千米呢?这道题该如何列式？问：你为什么要除以7,题目里并没有出现7？原来这个条件隐藏在题目中,我们要仔细读题才能发现.尝试用例1的方法进行计算，在计算的过程中遇到了什么问题？（被除数的整数部分比除数小）问：“被除数的整数部分比除数小，不够商1,那商几呢?为什么要商0?（在被除 数个位的上面，也就是商的个位上写“0”，用0来占位。）强调：点上小数点后接着算.请同学们试着做一做。2. 4/37. 2/9

25、学生做完后，教师问：在什么情况下，小数除法中商的最高位是0?2、教学例3：先让学生根据题意列出算式，再让学生用竖式计算。当学生计算到12除6时， 教师提问：接下来怎么除？请同学们想一想。引导学生说出：12除6可以根据小数末尾添上0以后小数大小不变的性质，在6 的右面添上0看成60个十分之一再除。请同学们自己动笔试试。在计算中遇到被除数的末尾仍有余数时该怎么办？在余数后面添0继续除的依据是什么？3、做教科书第17页的做一做。4、教学例4：想一想，前面几例小数除以整数是怎样计算的？在计算过程中应 注意什么？整数部分不够商1怎么办?如果有余数怎么办？引导学生总结小数除以整数的计算方法。（1）小数除以

26、整数按照整数除法的方法 去除，（2）商的小数点要和被除数的小数点对齐，（3）整数部分不够除，商0,点上 小数点再除；（4）如果有余数，要添0再除。师：怎样验算上面的小数除法呢？（用乘法验算）自己试一试。5、P18 做一做。三、课堂小结：1、说说除数是整数的小数除法的计算法则。2、被除数比除数小时，计算要注意什么？四、课堂作业：P19第4题，P20第8、11题。五、作业：P19第3、5、6题，P20第7、9、10题。课后小记：本课新增知识点多，难度较大，特别是例3应引导学生去思考其计算依据。 课堂中张子钊同学问到“为什么以往除法有余数时都是写商几余几，可今天却要 在小数点后面添0继续除呢？ ”这

27、反映出新知与学生原有知识产生了认知冲突， 在此应帮助学生了解到知识的学习是分阶段的，逐步深入的。以往无法解决的问 题在经过若干年后就可以通过新的方法、手段、途径来解决，从而引导其构建正 确的知识体系。学生归纳综合能力的培养在高年段显得尤为重要。虽然教材中并没有规范 的计算法则，但作为教师有必要让学生经历将计算方法归纳概括并通过语言表述 出来的过程，所以引导学生小结小数除法的计算法则，然后再由教师总结出规范 简洁的法则是必不可少的教学环节。作业应注意以下几方面错误：1、整数除以整数，商是小数的计算题，学生容易遗忘商的小数点。2、商中间有零的除法掌握情况不太好，需要及时弥补。对于极个别计算 确有困难的同学建议用低段带方格的作业本打草稿，这样便于他们检查是否除到 哪一位就将商写在那一位的上面。