Learning about Language教案1

《英语语法：虚拟语气》教学设计

一、教学目标

知识与能力目标：掌握虚拟语气在if非真实条件句中的应用这一语法的基本规则。能解决有关虚拟语气的习题，并在设定的情景下，能够运用该语法项目进行流利的交际和观点表达。

过程与方法目标：教师讲解与学生自主学习相结合，语法练习与语法实践活动相结合，让学生在实践中掌握虚拟语气的用法。

情感态度价值观目标：通过师生在教学的活动中主动性和创造性的发挥，激发学生的学习兴趣，让学生充满自信，体验成就感和合作精神。

二、教学重点、难点

教学重点：了解和掌握虚拟语气在if非真实条件句中的应用这一语法项目的基本规则。

教学难点：能运用语法规则去完成各种练习，并在实际语言活动中灵活应用，培养学生的语言运用能力和英语思维。为了突出重点，突破难点，完成教学目标，选择行之有效的教学方法是非常关键的。

三、课标分析

虚拟语气这一语法是各类英语考试测试的重点之一，在高考题型中也会涉及。它的结构和用法比较复杂，是高中阶段英语学习的重难点。根据《英语课程标准》的具体要求和考纲要求，对于虚拟语气应该掌握以下内容：什么是虚拟语气；虚拟语气的语法规则；虚拟语气在if非真实条件句中的应用；条件句中虚拟语气的倒装；名词性从句中虚拟语气的用法；几种特殊结构中虚拟语气的用法。

四、教材分析

本节课的教学内容出自人教版新课标选修六第三单元第三课时的语法学习。通过教材设计的练习，学生已经理解虚拟语气所表达的含义，并能初步运用含有虚拟语气的句子来描述愿望。在这节课中，教师鼓励学生探究学习并归纳虚拟语气的结构和用法。

五、学情分析

我所在的学校是一所农村中学，大部分学生的英语基础知识薄弱，词汇匮乏，导致学生听不懂，都不懂。学生英语学习习惯差，语法知识混乱。很多学生在虚拟语气这项语法知识的理解和运用上存在疑惑和困哪，在实际做题时常常无法下手，不能灵活运用。传统的语法教学往往只注重讲解，忽视学生学习的兴趣，因此这节语法课的设计要本着激发学生的兴趣，变被动学习为主动学习，遵循由易到难，循序渐进的原则。

六、教学方法

根据课程标准的要求和本节课的特点，我主要采用讲授法、情境教学法、任务型教学法、归纳总结法和训练巩固法。关注学生的个体差异和不同的学习需求，

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爱护学生的好奇心和求知欲。

七、教学过程

（一）Leading in At the beginning of this class, let’s enjoy a video.I think many students have heard this beautiful song If I WERE A BOY by GEM. Now I have a question, is she a boy? Obviously, she isn’t,she is a girl. But why does she say if she were a boy. This class we will learn grammar: subjunctive mood. （通过欣赏邓紫棋的歌曲mv 《If I were a boy》设问，引出虚拟语气的概念）

（二）Grammar study There are three moods in English,indicative mood,imperative mood and subjunctive mood. For example, I went to the bookstore yesterday is an indicative mood sentence. Let’s look at another sentence Don’t touch anything on the table.It’s an imperative mood sentence. The students read the passage together to get a better understanding of subjunctive mood. Let’s enjoy a poem YOU ARE IN HEAVEN by Clapton. You are in heaven

----by Clapton

If I had met you then, I wouldn't have let you pass by. If I were with you now, I shouldn't let you cry. If I were to see you again, I would take you to fly. All this can not come true, I know. Because I am on earth while you are in the sky. （通过朗诵、翻译和观察诗歌《You are in heaven》，引导学生归纳总结if非真实条件句中的虚拟语气的语法规则。）

Students read and translate the poem . Then observe the poem carefully, try to find out the key words which represent the time and fill in the blanks with the right forms of verbs.

If

条件状语从句

2 主句

与现在事实相反

与过去事实相反

were should + do

had done

would + have done

与将来事实相反

were to do

would + do

The sentence If I were with you now we can also express it as If I lived with you now.We can also express the sentence If I were to see you again as If I should see you again or If I saw you again. Model Verbs can be might,would ,should ,could, and we can remember them like this 妈,我受苦！

So we can finish the form as follow:

虚现

If 条件状语从句

did （be动词一律用were）

主句

would/should/could/might

+do

虚过

had done

would/should/could/might +have done

虚将

did were to do should do

would/should/could/might +do

We often follow two steps to do such exercise. The first step is judging 虚过,虚过

or虚将.The second step is choosing the right forms of verbs and finishing the sentences. （设计呈现表格，让学生把观察到的语言现象总结规律，展示虚拟语气语法规则，使知识系统化，便于理解掌握）

Look at this example:

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If I _________(get) two rabbits yesterday, I _________ (have) another big meal. We can follow the first step ,pick out the key word Yesterday, and judge 虚过. Then follow the second step ,use had done and would + have done to complete the sentence.

（三）Exercise

1. Complete the sentences: (1)If he __________ (drive)more carefully, he _______________ (have) the car accident yesterday. (2)If there _____ no wars, people ____________ a lot. (3)If the God

________(give) me another chance , I ___________ (tell) the girl: I love you. (4)If his children

__________ him alone, he ____________ so lonely.

(5) If they ____ (be) here, they __________ (take) your advice. (6) If the world-war _____ (burst) out again, what ____________ (happen) to our people on earth? (7) If the policeman ________ (be not) in that room now, it ________ (be) very dangerous. (8) If you _______ (get) up earlier, you ______________ (catch) the first train. (9) If Tom ________ (be) more careful in the exam, he _______________ (pass) it already. (10) If I ____ (be) in your position at this time, I _____ (ask) for teacher’s help .

2.Complete the composition: Dear Jim,

I'm Li Hua. Do you still remember me? I studied in your school for six months a couple of years ago.

I'm very grateful for your help during my study in the U.S. If you hadn't helped me , ____________________________(我不可能取得这么大的进步) . Do you know how everything is going with Mr. Smith? I failed to contact

him

after I left America. ____________________________________（如果你能给我他的电邮地址或电话号码，我将不胜感激）.I remember that you are interested in Chinese culture. I think it will be an unforgettable trip for you to come to China during winter holiday. I'm sure I would be happy ________________________（如果你能接受我的邀请）

I'm looking forward to hearing from you. Yours,

Li Hua

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（通过练习、讲解、辨析，了解学生理解和学习的程度，分析学习中存在的问题和误区，介绍传授解题技巧与方法）

（六）Summary （七）Homework Please write a composition If I were a parent trying to use the structures of Subjunctive Mood. （通过小作文写作训练，培养学生灵活运用虚拟句式的写作能力，全面提高学生综合语言运用能力）

八、教学反思

通过这节语法教学课，改变传统语法教学中教师讲，学生记得教学模式。学生在老师的指导下积极参与到语法知识的学习中，学生能够掌握if条件句中虚拟语气的规则，并能熟练运用和完成相关的语法练习，本节课基本完成教学任务，达到教学目的。

但是某些教学环节进行的不流畅，教学时间不够，教学质量打了折扣。学生由于词汇量不足，表达不到位，相关习题完成的不够准确。由于课堂时间有限，教师无法把虚拟语气讲得更细致，更系统化。一些后进生也由于课堂容量大，无法在短时间内消化吸收语法项目，有待进一步辅导。

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学习，设计具体任务让学生在交际互动中学习语法。语法教学的目的主要为了学以致用，即培养学生灵活运用语言的能力，帮助学生把零碎的语言现象进行归纳，提炼精华，总结规律，让学生认识到这些语法规则和语言知识在实际生活和学习中的实用性，真正体验学习所带来的好处和快乐。

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