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1、PEP Senior High School M6 U1 Art Subjunctive Mood (Grammar) Designer: ConnieTime of lesson: 40 minutes Students: Senior twoTeaching material: PEP Senior high school M6 U1 Textbook analysis: The (heme of this unit is art, and in reading I, students learned four different styles of painting. When

2、 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: MIf...were/did..., ...would/could/might/should and T wish...would/could do...". It is also mentioned the usage of subjunctive mood and its differences in differen

3、t 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 it incompre

4、hensible, so it is important to make it as clear as possible for them, especially when it comes to the differences in different tenses. Teaching focus and difTiculties: 1. Help the students command the usage of subjunctive mood and use it properly, understanding the structures: 4kIf...were/did...?

5、 ...would/could/might/should do..." and "I wish...would/could do...”；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: Tf...wcrc/didwould/could/might/should

6、 do...,, and T wish...would/could do..."; B. understand the functions of subjunctive mood, and distinguish it 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;Culture: A.

7、know more about art. Teaching method: Task-based language teaching methodTeaching aids: PPT slides, blackboard, cards, handoutsTeaching procedures: Stage Stage aim Teacher's activities S(udents, activities Time Warming up To recall Ss' memories of the Reading I in this unit Reminding Ss of

8、 the different styles of painting, and review some words and phrases Telling the teacher the 4 styles and the words and phrases that have learned before Work-mode: personal 3mins Experiencing To arouse Ss' interest Playing a tape that is about teachers' discussion on schoofs redecoration, askin

9、g Ss to give their idea Listening to the tape and thinking of one's own idea Work-mode: personal 3mins To find out the structure of subjunctive mood Asking Ss to listen to the tape again and repeat the sentences, find out the structure Listening to the tape carefully, retelling it and guessing

10、the structure Work-mode: personal 4mins Exploring To teach Ss the first structure (If...were/did..., ...w ould/could/might/sh Completing the structure which Ss just guessed, and use some examples to Listening to teacher's explanation, reading the examples Work-mode: personal 6mins ould d

11、o...) illustrate it To teach Ss the function of subjunctive mood Asking the Ss to read the sentences, and discuss in groups what it functions, then giving them a summary Reading the sentences and finding out the functions Work-mode: group 5mins To teach Ss the second structure (I wish...wo

12、uld/could do...) Giving Ss another group of examples and leading them to find out the structure Reading the examples and summarize the stnicture Work-mode: personal 4mins To teach the Ss the differences in different tenses Giving Ss some sentences from Reading I and asking them to find out the

13、differences between (hem and the former structures, then telling them how to change the structures according to tenses Reading the examples and finding out the differences, learning how it changes Work-mode: personal 6mins Applying To enhance Ss' understanding of subjunctive mood Giving them th

14、ree multiple choices and asking them to answer them Answering the questions and (elling (he reason of your choice Work-mode: personal 4mins To apply what they learned into practice Asking Ss to make a sentence with subjunctive mood, and telling their own feelings to their classmates Making a se

15、ntence with subjunctive mood and tell one's own feelings to classmates Work-mode: group 4mins Homework To further enhance Ss' understanding of subjunctive mood Asking Ss to review the grammar point and finish the exercises on workbook after class Reviewing the grammar point and finishing the ex

16、ercises after class Work-mode: personal Imins Blackboard writing: M6U1 Art If...were/did..., ...would/could/might/should do... I wish...would/could do... 11\—PastPresentFuture Subjunctive Mood If..?were/did..., ...would/could/might/should do... (1) If I were the principal, I would plant mor

17、e 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 fly in the

18、 sky. I wish...would/could do... If clause Time Verb Main clause present were/did would/could/should/ might do past had done would/could/should/ might have done future 1. were/did 2. were to do 3. should do would/could/should/ might do * I wish Time Verb Main clause present wish would/could/were/ did past wished have been/done future wish would/could/were/ did