高中英语信息技术一班学员林三忠的教学课件Learntousethesubjunctivemood设计说明本堂课主要是让学生理解和运用与过去、现在、将来的事实相反的虚拟语气。在高中英语学习阶段，学生普遍感觉虚拟语气的用法太复杂。笔者在教学实践中也发现，很多学生一碰到虚拟语气的题目就不知所措。特别是在2003年《普通高中英语课程标准(实验)》将虚拟语气列为学生必须掌握的八级要求语法项目，更加突出了虚拟语气在高中英语教学中的重要性，因此,学生必须要很好地学习掌握。但实际情况是，目前中学语法教学大多还是以教师的语法知识讲解为中心，采取单向传递的教学方式，平铺直叙的教学方法和单一的教学手段，使语法课堂枯燥乏味，学生难以充分掌握语法的精髓，甚至经过多次讲解、反复操练后，学生还是不能系统掌握，甚至有部分学生到了高三还不能在头脑中形成有关虚拟语气的清晰概念。为此，笔者尝试通过创设情景，让学生尝试体验式教学,激发学生学习兴趣,提高学习效率。所以，我在教学中设计了几个故事来导入对每种情况的虚拟语气的学习，并通过创设的小情景进行练习加以巩固，旨在寓教于乐，让学生学得轻松！第一个故事是：There’sagirlinClass202.Sheoftenquarrelswithboys.Sheplaysfootballmuchbetterthanmostboys.Sheoftenhasafightwithboysandsheisalwaysthewinner.Sheclimbsuptreeshigherthanmostboys.Sheclimbsoverthewallsintotheschoolinsteadofwalkingthroughtheschoolgate.第二个故事是：“IhavetogetupveryearlyinthemorningandIgettoschoolat7:30.Ihavefiveclassesinthemorningandfourintheafternoon.I’malwaysverytired.”“Nowit’s6p.m.,butthemathsteachercomesinandsaysshehassomethingdifficulttoexplainbeforewecouldgohome.Whatabusyday!”“Ireallywanttogoouttoplayfootballorgohomeearlytoenjoymygooddinner.ButIcan’t.HowIwishIwerealittlebird!”第三个故事是：Twoyearsago,Franksetfiretoahouseandanoldmanwasbadlyburntinthefire.Hewascaughtbythepolicethenextmorning.Sixmonthslater,hewassentencedto10yearsinprison.Nowheterriblymisseshisfamily.Atnightheoftenthinksofhiswife,hisdaughter,hisparentsandhisfriends.第三个故事是泰坦尼克号的沉没原因（2分钟的短视频）。第四个故事是：Peterandhisfathergotcaughtinaterriblestormandtheirshiphitonarockandsank.Theyhadnoteatenanythingforthreedaysbecausetherewasnomorefoodleftonthesmallboat,whichhadbeenfloatingontheseafor4days.Peter,withgreatestdifficultyandtearsinhiseyes,killedthedogandgotthemeat.Sotheywereabletosurviveforthenextthreedaysuntilapassingshippickedthemup.第五个故事是：Timhasameetingtoattendtomorrowbuthehasdecidednottoattenditbecausehethinksheisreallytoobusy.Infact,themeetingisveryimportant.ThemeetinghadbeengoingonformorethantwohoursandRobert,whohaddrunklotsofcoffeeduringandafterbreakfast,wasalmostbursting.Hecouldnolongerwaitandrushedtothetoilet.AtlunchmanystudentslaughedatRobertforsomethingfunny.
