【文章內(nèi)容簡介】 questions in groups to summarize the basic structure of the there _______(be)no puter, the students _______(learn)much there _______(not be)the war, people ______(live)a happier life in the you ________(e)yesterday, you _______(see)Jackie you______(attend)the concert, your oral English _______(bee)better ：, 適應(yīng)高三復(fù)習(xí)的需要，加強(qiáng)語法教學(xué)的交際性，科學(xué)性和可操作性。，學(xué)生在活動中運(yùn)用語言，調(diào)動起學(xué)生的認(rèn)知結(jié)構(gòu)和主體意識。教師把語法規(guī)則活化為活動，把教學(xué)活動活化為交際活動。設(shè)分組競答游戲活動，激發(fā)學(xué)生的參與意識。Step4 Consolidation(5minutes) Newton lived today, he would be surprised by what ______ in science and discovered been discovered discovered been discovered printer is of good it ____ break down within the first year, we would repair it at our went to the hospital he ____ me about it, I would have gone with tell told 設(shè)計(jì)說明： 以選擇題的形式，降低學(xué)習(xí)學(xué)習(xí)的難度。通過課堂測試進(jìn)行反饋，進(jìn)而了解學(xué)生的掌握情況，以學(xué)生的為本，注意個(gè)體差異，因材施教。Step5 Writing（20 minutes）Task1: Summarize the grammar with the students and write down what they said on the …did/were , …would/could/should/might do… …h(huán)ad done , …would/could/should/might have done… …did/ were to/should do ,…would/could/should/might do…Task 2: Discuss the sentences in groups and encourage the students to express their feelings in English as follows regret wasting the time which I should have spent on my studies playing puter could have been good at English, but I devoted too little time and energy to I had worked two years ago as hard as I do now, my grades would be much more satisfactory : Ask the students to translate the sentences into 。(1)My teacher suggests that I should make a study plan and carry it out very seriously.(2)It is suggested that I should make…(3)My teacher’s suggestion is that I should make…，我學(xué)習(xí)起來好像永不疲倦一樣。我相信，堅(jiān)持不懈和決心會助我成功。At present, I am learning as if I were never believe that my perseverance and determination will lead to my ：，以確認(rèn)可以使用虛擬語氣的地方。課堂教學(xué)過程中，注重 “精講精練，以練為主；點(diǎn)到為止，注重運(yùn)用”。，增強(qiáng)面對高考的自信。Step5 AssignmentAsk the students to finish the position we have talked about or write a position about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and so the students to use the grammar “the subjunctive mood” to organize the sentences and form the position.(寫作訓(xùn)練)設(shè)計(jì)說明：任務(wù)型活動：課外作業(yè)是課堂教學(xué)活動的延伸，學(xué)生可以互相合作完成該寫作任務(wù)。該環(huán)節(jié)是本課所有教學(xué)環(huán)節(jié)的延續(xù)，通過寫作的練習(xí)，使學(xué)生逐步學(xué)會運(yùn)用語法知識，討論自己感興趣的話題，表達(dá)自己的思想，達(dá)到形成和提高寫作能力與技巧的目的，完成學(xué)習(xí)的任務(wù)。讓學(xué)生在反復(fù)接觸和運(yùn)用語言的過程中逐步體會和感知語言的規(guī)律性，從而使學(xué)生的語法知識內(nèi)化成語言能力。Blackboard design(板書設(shè)計(jì))Revisionthe subjunctive mood1?did/were , ?would/could/should/might do? 2?had done , ?would/could/should/might have done? 3?did/ were to/should do ,?would/could/should/might do?Ifbut forReflection after teaching（教學(xué)反思）本節(jié)課通過不同的任務(wù)設(shè)置，讓學(xué)生在小組活動中通過合作和探究來完成各個(gè)任務(wù)。新教材要求將語言的形式與其意義、交際功能有機(jī)的結(jié)合起來，通過在實(shí)際的語言運(yùn)用中內(nèi)化語言規(guī)則，從而使學(xué)生達(dá)到能準(zhǔn)確運(yùn)用語言進(jìn)行有效交際的目的。大多數(shù)學(xué)生離開課堂之后并沒有多少聽說英語的練習(xí)機(jī)會，他們十分缺少環(huán)境英語的反復(fù)刺激。導(dǎo)致學(xué)生的語言基礎(chǔ)不扎實(shí)，在表達(dá)自己的看法和用英語進(jìn)行討論時(shí)，不時(shí)有學(xué)生夾雜著漢語。在學(xué)生進(jìn)行小組活動時(shí)，應(yīng)盡量給學(xué)生更多的幫助，主動了解學(xué)生的語言困難。學(xué)生在有限的課堂中學(xué)到的知識畢竟有限，讓他們掌握語言的同時(shí)，將課堂學(xué)到的知識內(nèi)化為能力，繼而實(shí)現(xiàn)語言學(xué)習(xí)并運(yùn)用的目的。同時(shí)，運(yùn)用寫作引導(dǎo)學(xué)生體驗(yàn)語言的用法，提升學(xué)生的能力。第五篇：高三英語語法復(fù)習(xí)課高三英語語法復(fù)習(xí)課廣東省興寧市興民中學(xué) 劉飛宇英語教學(xué)是一種動態(tài)教學(xué)，教學(xué)過程是交際活動過程。只有從組織教學(xué)活動入手，大量地進(jìn)行語言實(shí)踐，使英語課堂交際化，才能有效地培養(yǎng)學(xué)生運(yùn)用英語進(jìn)行交際的能力。本人結(jié)合區(qū)級研究課題“高中英語任務(wù)型課堂教學(xué)課題”的實(shí)施和本班學(xué)生的實(shí)際，對高三語法復(fù)習(xí)課虛擬語氣進(jìn)行了操作性較強(qiáng)的處理。一、教材分析：本課是結(jié)合外研社高中英語教材選修6中有關(guān)虛擬語氣的語法內(nèi)容，進(jìn)行高三英語語法虛擬語氣的復(fù)習(xí)，我在教學(xué)中將語法知識的傳授和語言基本技能的學(xué)習(xí)結(jié)合到一起，注重復(fù)習(xí)語法與語言的運(yùn)用。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而擴(kuò)大課堂的語言輸入量及學(xué)生的語言輸出量。二、學(xué)情分析：在高一和高二兩年英語學(xué)習(xí)的基礎(chǔ)上，高三學(xué)生已經(jīng)掌握了基本的語言結(jié)構(gòu)和一定程度的聽說讀寫能力。在高三語法復(fù)習(xí)的過程中，結(jié)合學(xué)生原有的知識掌握水平，鞏固基礎(chǔ)強(qiáng)化正確使用語法知識，提高學(xué)生運(yùn)用語言的深度