Teaching aims
Enable the students to master the usage of the Subjunctive mood.
Teaching important points
How to enable the students to know the structure and the usage of the Subjunctive mood.
Teaching difficult points
How to help the students to master the usage of the Subjunctive mood.
Step1 Pre-task activities
1. Group work
If I were a bird, I would fly in the sky.由此引入授課內(nèi)容，主語是I，be 動(dòng)詞怎么用were？不是am或was？會(huì)不會(huì)是老師弄錯(cuò)了？調(diào)動(dòng)學(xué)生的好奇心和學(xué)習(xí)興趣。然后，以AIDS為主題學(xué)習(xí)虛擬語氣。
Get Ss to collect more information about AIDS, such as pictures, news and so on before class.
2. Brainstorm
Let the Ss say as many words concerned with the topic AIDS as they can.
HIV: Bad People: Incurable:
Inject drugs: AIDS: Disease:
Symptoms: Virus: Giving blood:
3. Lead-in
Play a short film directed by Liu Dehua which calls for people to have a correct attitude towards people infected with HIV or have AIDS and help people know more about AIDS.
Step2 Task-cycle activities
Task1. Topic focus
Get Ss to make a report about what they know about AIDS through information collecting. Meanwhile they can show pictures by using the multimedia. Such as “ December 1st is the World AIDS Day; “The red ribbon is the national symbol of HIV and AIDS Awareness,” “ Each year, more than 5 million become infected with HIV,” etc.
Task2. Inquiry learning
Ask the Ss to use grammatical materials given and refer to their reference books to find out the rules of the subjunctive mood by group work.
Read the following sentences below. Give your explanation about the sentences and write out your understanding rule.
Sentences ( Example )
Your explanation
Rules
I wish I could fly like a bird.
It’s a pity I can’t fly.
Wish that … did
He wishes she were my friend
If I were you, I would give an AIDS patient a hug.
If I had HIV, I would know because I would feel sick.
Give Ss a few minutes to discuss, then each group send a representative to make a conclusion and then the whole class work together to sum up the uses as the followings, the teacher gives help when necessary.
if虛擬條件句
主句
從句
與現(xiàn)在事實(shí)相反
過去時(shí)；be動(dòng)詞用were
would / should 等+動(dòng)詞原形
與過去事實(shí)相反
would / should / 等 + have done
had done
與將來事實(shí)可能相反
過去時(shí)
should +動(dòng)詞原形
were to +動(dòng)詞原形
would / should 等+動(dòng)詞原形
wish從句虛擬語氣
主句
從句
從句動(dòng)作先于主句動(dòng)詞動(dòng)作（be的過去式為 were）
現(xiàn)在時(shí)
過去時(shí)
從句動(dòng)作與主句動(dòng)作同時(shí)發(fā)生（had + 過去分詞）
過去時(shí)
過去完成時(shí)
將來不大可能實(shí)現(xiàn)的愿望
將來時(shí)
would/could +動(dòng)詞原形
Task3 Discussion
Let Ss make wishes using the Subjunctive Mood of different tenses in groups of four.
Step3 Post-task activities
1. Interviewing
Ask the Ss to work in pairs, playing the role of a newspaper reporter and Li Hua, using the Subjunctive Mood. Finally invite some pairs to act out their interview in the front.
2. Writing
Ask the Ss to write an interview dialogue after the interview, trying to use the Subjunctive Mood Learned in this period.
3. Summary
1.We can also use the subjective mood to talk about something unreal or untrue.
2.The subjective mood can be used to show that something is important, necessary or suggested.
homework
1) 整理記錄小組活動(dòng)中你給予別人的和別人給你的建議及其它對(duì)話中用到的虛擬語氣的句子。.
2) 從網(wǎng)上尋找20道有關(guān)虛擬語氣的高考題制成語法檢測(cè)卷作為下節(jié)課隨堂小測(cè)交換使用。