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Unit 4 Learning efficiently
Part One: Teaching Design
Period 2: A sample lesson plan for Learning about Language
(Revise the Subjunctive Mood)
Aims
To help students revise the Subjunctive Mood
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
I. Warming up by learning to guessing the meaning of words from context
Students should be encouraged to try to guess the meaning of unfamiliar words using clues in the context. These clues may be in the surrounding words. The text may provide a definition that explains the unfamiliar word, or it may give examples to illustrate the unfamiliar word. There may be connecting words used after the familiar word that indicate similarity or contrast. If the student is familiar with the item that is being compared or contrasted this should provide a clue to the unknown word. Another strategy is to break the word down into syllables. Sometimes knowledge of common roots and affixes or similarity to words in the students’ own language can help them guess the meaning of a particular word.
II. Discovering useful words and expressions
Turn to page 35 and do the words and expressions exercises 1, 2 and 3.
III. Revising the Subjunctive Mood
The Subjunctive Mood
A verb is in the subjunctive mood when it expresses a condition which is doubtful or not factual. It is most often found in a clause beginning with the word if. It is also found in clauses following a verb that expresses a doubt, a wish, regret, request, demand, or proposal.
These are verbs typically followed by clauses that take the subjunctive:
ask, demand, determine, insist, move, order, pray, prefer, recommend, regret, request, require, suggest, and wish.
In English there is no difference between the subjunctive and normal, or indicative, form of the verb except for the present tense third person singular and for the verb to be.
The subjunctive for the present tense third per
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