Learning about Language优秀教案内容

虚拟语气在写作中的应用

1.教学目标

1）知识和技能目标：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）过程和方法：

通过教师讲解和学生探究相结合；通过语法练习和语言实践活动相结合；通过任务型教学和情景式教学相结合，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、态度和价值观目标：培养学生自主学习能力，增强学生合作意识，提高学生语言分析能力和自己对事物的正确认识，形成正确的人生观、价值观。

2.教学重点和难点：

教学重点：了解和掌握虚拟语气语法项目规则和基本原则。

教学难点：能够运用此语法项目去完成各种试题联系，并能在实际语言活动中灵活运用。

3.教学和方法：

教法：情景式教学法，任务型教学法，传授式讲解法。

学法：合作式学习，探究式学习，互动式学习。

教学手段：多媒体辅助教学

4.教学过程：采用语法导入，接近了解语法，发现语法规则，定义总结语法规律，理解运用语法，最后提高实践语用能力的教学流程。

即：leading in the grammar—Approaching the grammar---discovering the grammar—defining and concluding the grammar—understanding and applying the grammar—practising and improring. 5.教学内容和环节

Step1. Leading in the grammar 一、知识导航

虚拟语气(The Subjunctive Mood)表示说话人所说的话不是事实,而是一种假设, 愿望，怀疑或推测.虚拟语气主要用于if条件状语从句,也可用于名词性从句和固定句型等. —to talk about situations that are not true or not likely to become true. 虚拟语气是写作的“独门暗器”,是高考作文中各类闪光句型的压轴之作，能为写作增添一道亮丽的风景线。下面把在写作中容易把握的几种虚拟语气的形式做一下简要总结以帮助同学们在以后的作文中灵活、熟练地运用这一高级形式。

Step2. Approaching and presenting the grammar Supposing three different conditions of past, present and future, make some sentences 1.Yesterday we had an English test, if you had been more careful, you would have got a high mark. 2.Now we are having an English class, I find some of you are whispering secretly, if you paid attention to your studying, you could make great progress. 3.The next day we will have a day off and go to climb the mountain, if you were to buy a pair of sport shoes, you could feel more comfortable while climbing.

(通过设置情景，呈现不同时间的条件虚拟句，让学生注意发现语法规则，总结出与不同时间事实相反的虚拟条件句式特点。)

Step3. defining and concluding the grammar 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

主句

主语+would have done 主语+would/could/should do 主语+would/could/should do 从句

If +主语+had done If +主语+were/did If +主语+did/were to do/should do (让学生把观察到的语言现象自己总结规律，呈现在表格里，使知识系统化，便于理解掌握。) Step4. Learn the other subjunctive structures 1. Let students in groups find some subjunctive sentences from the passage we have learned or from the materials they have collected. 2. Have a competition to see which group can find more and correct subjunctive sentences. 3. Make a list of subjunctive sentences on the blackboard. 4. find and conclude some sentences structures. 1)含有suggest, demand, order, propose, insist, command, request等动词的宾语从句中，谓语动词用should+动词原形

或should 可省略。

2）在以it 开头的特殊句型中，如，

It is important that everyone (should) inform himself of these rules. It is a pity that you should fail the exam. It is (high) time that we (should) do /did our homework. 3)其它特殊句式，例如，

I wish that I had not spend so much money. I would rather you did not go there. But for your help, I would not have finished it. I was ill yesterday. Otherwise, I would have attended the meeting. Not to help him, it would be a mistake. If only I had enough money. 5. The teacher gives some detailed explanation about these special subjunctive structures. Step5. Understanding and applying the grammar 假设虚拟情境，让学生参与到情景设计中，动手动口，让学生用所学的虚拟句式造句或表达观点。

情景1，如果你中头彩，拥有百万，你会做些什么？

情景2，借助多媒体，呈现一些关于学生校园不文明的图片，表达你的观点建议。

Step6. Practising and improving 完成虚拟语气配套的针对性练习与高考链接题

（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，辨析高考题，提高答题准确率，保证高考质量。）

Step7. Homework 1. Finish the subjunctive exercises in the book. 2. Make up a story, using some subjunctive sentences. 6.教学反思：

通过这节语法教学课，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，灵活运用各种虚拟句式和情景进行造句，表达自己的观点，基本完成教学任务，达到教学目的。但在具体教学实践中鉴于学生实际情况和课堂意外问题的发生，某些教学环节进行的不流畅，教学时间不够，教学质量也不能保证。如，学生由于词汇量限制，口语表达不到位。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。