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1、Analysis of MaterialsEnglish (New Standards) published by Foreign Language Teaching and Research Press (FLTRP) is used in this experiment. This set of books consists of a total of eleven books: five compulsory books and six elective books. Each book contains seven modules, and each module includes v
2、arious activities on one topic, except Module 7 which aims at revision. For example, introduction, vocabulary and reading, function, reading and listening, grammar, reading and writing, reading and vocabulary, everyday English, reading practice, speaking, culture corner and so on. This set of books
3、provide teachers with rich language teaching resources and conform to the high school students1 interest characteristics. Besides, the language in these books is vivid, and the difficulty is moderate for students. Moreover, this set of books focus on training students to communicate in English, and
4、cultivating them the ability to acquire and process information in English and the ability to think in English. And there also plenty of grammar exercises to deepen students understanding of grammar items, thus developing their ability of language use.In this experiment, because the participants are
5、 students in Grade Two in senior high school, so the author chose the grammar in the Book 6 (see Appendix XI) in this series as the target grammar. In this thesis, the author will select one lesson from the experiment as an example to illustrate in detail.The target grammar for the example lesson is
6、 Subjunctive mood. It is one of the most important and difficult grammar item in senior high school, which shares a certain part in examination pie of the College Entrance Examination. Besides, Subjunctive mood is one of the three main moods in English. It is often used in the subordinate compound s
7、entences containing the adverbial clauses guided by if, unless, whether, though, that etc. and expresses wishes, suggestions and suppositions. The subjunctive mood in middle school was very easy and not required to grasp, but in high school it was much more difficult and systematical.Subjunctive moo
8、d shows in the Unit 5 and Unit 6 in Book Six of FLTRP. The Unit 5 is about cloning, and the Unit 6 is about war and peace. They introduce subjunctive mood contrary to the past/present/future fact in the unreal conditional in (/-clause and subjunctive mood in the object clause of the verb wish, which
9、 express impossible wishes. And the grammar point taught by the researcher is six main structures (see in Table 1).ifMeaningSubjunctive ConditionalsMain ClauseContrary to present factIf+ sb./sth.+ did (/were)sb./sth.+ should/would/might/could+ doContrary to past factIf+ sb./sth.+ had donesb./sth.+sh
10、ould/would/might/could+ have doneContrary to future factIf+ sb./sth.+ did(were)/were to+ do/should+ dosb./sth.+ should/would/might/could+ doTable 1 Six Main Structures of the Grammar Item Taught by the ResearcherwishWishes that cannot be realized at presentIn the object clause, the predicate verb is
11、 in the past tense.Wishes that cannot be realized in the pastIn the object clause, the predicate verb is in the form of“ had +Wishes that cannot be realized in the futureIn the object clause, the predicate verb is in the form of would/could + v.”.In order to help students better learning the subjunc
12、tive mood, the author integrated the grammar points of two units, and used six classes (40 minutes for each class) to teach the grammar items. Poems, songs and other exercises in the textbook were made full use of in the teaching. A sample lesson of subjunctive mood contrary to the past fact in the unreal conditional in (/-clause will be elaborated in the teaching procedure.