Grammar课件配套优秀教案设计

虚拟语气教学设计

一、教学内容

(Teaching Content) Subjunctive Mood 二、教材分析(Analysis of Material) 虚拟语气是外研版教材选修6 Module 5的语法重点，主要谈论假想的情况,也就是与事实相反的情况。虚拟语气在条件句中应用比较多。条件句可分为两类，一类为真实条件句，一类为非真实条件句。非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。虚拟语气的用法很多，本模块要求学生重点掌握if引导的虚拟条件句的用法，wish引导虚拟语气的用法，

if only, would rather, as if/as though的用法以及句型It is (high) time (that)…中虚拟语气的用法等。

三、学情分析(Analysis of Students) 对于大部分学生来说，虚拟语气的用法是个难点。

1．知识与技能（Knowledge & Skills）：让学生了解和掌握虚拟语气的基本语法规则，并能在具体的语言环境中灵活运用，解决相关高考试题，在日常交际中能够正确灵活的使用。

2. 过程与方法(Process & Methods)：通过教师讲解和学生探究相结合,语法练习和语言实践活动相结合,让学生构建语法功能知识，应用于实践中去发现和解决问题。。

3. 情感态度价值观(Emotion, Attitude & Values)：培养学生自主学习与探究能力，增强学生合作意识，提高学生的语言分析能力和正确表达自己观点的能力。

五、教学重难点

(Teaching Important and Difficult Points) 1.理解并掌握虚拟语气的用法。

2.能够运用虚拟语气用法完成各种练习训练，并在实际语言活动中灵活运用。

六、教学方法

(Teaching Methods) 1.任务型教学法

2.教师讲解法

3.语境展示法

4.归纳与总结法

5.探究互动式学习法

七、教学过程

(Teaching Procedures) Step I. Greeting and leading in. 1. Greet the whole class as usual. grammar——Subjunctive Mood. Step II. Warming-up

T: When we talk about an imaginary situation in the present, past or future, we often use the subjunctive sentences. Subjunctive is used to express doubt, wishes, or

possibility. Please read the following sentences aloud, and then discuss and sum up the usages of verbs. (大声读下面句子，观察并讨论总结if虚拟条件句用法) 1).If I were you, I’d go to night school. 2).Would you mind very much if I asked you to do something? 3).If it should snow tomorrow, we could have a snowball fight. 4) I thought if you were to speak to him, it would carry more weight. 5) If you came tomorrow, we would have the meeting. 6).If you had taken my advice, you would have passed the exam. Ask students to express their opinions, and then show the following form. Step III. Summary (总结归纳) 1.虚拟条件句中的动词形式(设计呈现表格，让学生填写，展示虚拟语气语法规则，总结规律。)

与过去事实相反

与现在事实相反

与将来事实相反

If 条

件

句

had + done did did should + do Were to + do 主

句

would(should,could, might) +have done would(should,could, might) +do would(should,could, might) +do 2. 注意：

在虚拟条件句中可省略连词if，而将were, had, should等动词提到句首，变为倒装句式。(教学难点) e.g. Were I at school again, I would work harder. e.g. Had he known her address, he would have gone to visit her.

e.g. Should it snow tomorrow, we could have a snowball fight. Step IV Exercises(做以下练习并巩固if虚拟条件句的用法) 1. If I ________plan to do anything I wanted to, I’d like to go to Tibet and travel through as much of it as possible.

A. would

B. could

C. had to

D. ought to 2. If Harry did not attend the conference last night, he _________ too much work to do. A. had to have had

B. had had C. must have had

D. must have

3. If Dorothy had not been badly hurt in a car accident, __________last month’s marathon race. A. she would have taken part in

B. she would take part in C. she might take part in D. she must have taken part in 4. ________it rain tomorrow, we would have to put off the visit to the Yangpu Bridge. A. Were

B. Should C. Would

D. Will 5. _______I be free tomorrow, I could go with you. A. Could

B. Must

C. Might

D. Should (Keys: B C A B D) Step V. Other Usages (其他用法) 【语境展示】观察下面句子，归纳虚拟语气的用法。

①

I wish I were an eagle, flying freely in the sky. ②

I wish I had gone to the exhibition with you last Saturday. ③

How I wish I could go to the moon some day. ④

The teacher suggested that we (should) speak English as often as possible. ⑤

I’d rather you went with me tomorrow. ⑥

I’d rather you had not told her the sad news the other day. ⑦

The two boys are talking as though they were visitors from another planet. ⑧

She looks as if she had met a ghost. ⑨

It’s (high) time that we went back to our village. ⑩

If only the young woman had not been buried under the ruins! 【自我归纳】

1. 句①②③说明wish后的宾语从句谓语有三种形式：句①表示与_______情况相反，从句谓语用过去式(be用were)；句②表示与_______事实相反，从句谓语用_______；句③表示_______的愿望，从句谓语用“would / could + 动词原形”。

2. 句④表明suggest（建议）后的宾语从句谓语用_______，其中_______可以省略。

3. 句⑤⑥告诉我们would rather后的宾语从句中的谓语用过去式，表示现在或将来的情况；从句谓语用_______，表示过去的情况。

4. 句⑦⑧说明由as though / as if引导的从句使用虚拟语气时，如果从句与主句表示的动作同时发生，从句谓语动词用过去式（be用were）；如果从句动作先于主句, 从句谓语用_______。

5. 句⑨说明在It’s (high) time后的定语从句中谓语多用过去时或用should加动词原形，但should不可省略。意思为“（现在）该……”。

6. 句⑩表明在if only(如果……就好了)引导的感叹句中，可用虚拟语气，其用法和wish用法相同。

(Keys：1. 现在；过去；had + 动词-ed形式；将来

2. should + 动词原形；should

3. had +动词-ed形式4. had +动词-ed形式) 【注意】

1. insist, order, request, advise, demand, require等表示要求、建议、意图、决定、推荐等意义的动词后面的宾语从句也要用虚拟语气。

2. suggest表示“暗示、表明”，insist指坚持一种事实时，宾语从句要用陈述语气。如：

His pale face suggested he was ill.

She insisted that she had not lied. Step VI Practice (即学即练) 从

A、B、C、D四个选项中选出可以填入空白处的最佳选项。

1. Sometimes I wish I _______ in a different time and a different place.

A. be living B. were living

C. am living

D. would have lived

2. He didn’t go to the party, but he does wish he _______ there.

A. had been

B. has been

C. was

D. would be

3. I wish nothing _______ prevent them from coming.

A. shall B. would C. will

D. can

4. —I failed again. I wish I _______ harder.

—But you _______. A. had worked; hadn’t

B. worked; don’t

C. worked; didn’t

D. had worked; didn’t

5. I would rather you _______ here as soon as possible. A. would leave

B. leave

C. left

D. had left 6. The teacher demanded that the English compositions _______ before class was over. A. should hand in B. were handed in

C. would be handed in D. be handed in 7. The young woman insisted that her husband _______ Bob’s bicycle.

A. not steal

B. not to steal

C. wouldn’t have stolen

D. hadn’t stolen

8. Look at the trouble I am in! If only I _______ your advice! (上海2003春) A. followed

B. would follow

C. had followed

D. should follow 9. The girl is describing the moon vividly as if she _______ there. A. has been

B. had been

C. were

D. should have been 10. It’s high time that Mr. Li _______ at the meeting. A. were

B. is

C. be

D. should present (Keys: 1-5 BABDC 6-10 DDCBA) Step VII Homework（作业）

1. Review what we have learned today.

2. Finish the subjunctive exercises in the book. 八、板书设计（Blackboard Design）

（略）

九、教学反思

(Teaching Reflection)

学生在老师的教导下积极参与到语法知识的学习中，了解并掌握了虚拟语气的语法项目和规则，并能完成相关的语法练习，基本完成教学任务，达到教学目的。但由于课堂时间有限，教师无法把虚拟语气讲的更细致，更系统化。由于课堂容量大，信息传递速度快，一些后进生无法在短时间内消化吸收语法项目，有待进一步辅导。同时，通过这节语法课的精心设计，我深刻体会到引导鼓励学生自主去学习，设计具体任务让学生在交际互动中学习语法，总结并发现规律，可以把语法课上好，上活。语法教学的目的不只是为了掌握规则和用法，更重要的是为了学以致用，所以要巩固好虚拟语气的用法还需要课下大量的练习，正所谓“Practice makes perfect.(熟能生巧)”。

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