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  3. 设计任务：请阅读下面学生信息和语言素材，设计一个35分钟的语法教学活动。 教案没有固定格式，但须包含下列要点： teaching objectives...

设计任务：请阅读下面学生信息和语言素材，设计一个35分钟的语法教学活动。 教案没有固定格式，但须包含下列要点： teaching objectives...

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问题 设计任务：请阅读下面学生信息和语言素材，设计一个35分钟的语法教学活动。
教案没有固定格式，但须包含下列要点：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
教学时间：35分钟
学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》六级水平。学生课堂参与积极性一般。
语言素材：
Living Life Over
If I had my life to live over ... I would have talked less and listened more.
I would have invited friends over to dinner even if the carpet was strained and the sofa faded.
I would have taken the time to listen to my grandfather ramble about his youth.
I would never have insisted the car windows be rolled up on a summer day because my hair had just been teased and sprayed.
I would have burned the pink candle sculpted like a rose before it melted in storage.
I would have sat on the lawn with my children and not worried about grass stains.
I would have cried and laughed less while watching television and more while watching life.
I would have gone to bed when I was sick instead of pretending the earth would go into a holding patter if I were not there for the day.
I would never have bought anything just because it was practical, would not show soil or was guaranteed to last a life time.
There would have been more "I love yous" ... more "I'm sorrys" ... but mostly, given another shots at life, I would seize every minute ... look at it and really see it ... live it ... and never give it back.
选项
答案
解析Class Type：Grammar class Teaching Contents：The topic is about the subjunctive mood． Teaching Objectives： (1)Knowledge objective Students can understand the usage of subjunctive mood． (2) Ability objective Students can develop their ability of listening and speaking through the discussion and communication. (3) Emotional objectives Students can improve the confidence of learning English, and are not afraid of speaking English in class. They can cooperate with others actively, and complete the tasks together. Teaching Key Point: How to master the usage of subjunctive mood. Teaching Difficult Points: How to use the new sentence to communicate with others fluently, and improve their confidence of speaking English. Major Steps: Step 1 Presentation (10 minutes) (1) Conditional sentences Write the sentence "I am you" on the blackboard, and then ask them to change the sentence into the past tense,and then write it on the blackboard T: When we want to say something now in a subjunctive mood, we need to change the verb into past tense, and pay attention that no matter what the personal noun is we should use the verb "were". Now make some sentences. 条件从句：动词过去式(动词be用were) I am you. I were you. If I were you. (2) Main clauses Write down the structure on the blackboard and then ask them to keep making the main clauses after their conditional sentences. 主句: would/should/could/might + 动词原形 If I were you, I would/should/could/might ... (Justification: These two activities can help students to better grasp the knowledge of subjunctive mood.) Step 2 Practice (5 minutes) Ask students to answer the following questions in groups and then summarize the basic structure of the grammar. (1) If there _________(be) no computers, the students _________(learn) much now. (2) If you _________ (come) yesterday, you _________ (see) Jay Chou. (3) If we _________ (be) 200 years old, we _________ (change) everything. Answers: (1) were, would learn (2) had come, would have seen (3) were to be, could change (Justification: This can help students master the usage of subjunctive mood.) Step 3 Consolidation (20 minutes) In this part show students some pictures in which they may see a boy weanng an ugly pair of shoes and another boy is talking with him. Ask them to imagine how to say this sentence. If I were you, I wouldn't wear such a pair of shoes. They will also see a girl is crying and the bus is leaving, another girl is talking with her. If you had got up early, you wouldn't have been late. After making these sentences ask them to try to make some conversations in their groups and then ask some of them to come to the front and act out their dialogues. (Justification: After doing this students' ability of listening and speaking can be improved.)
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