Grammar and usage(2): Unreal conditionsPPT及课堂实录内容

Subjunctive mood in if clause 人教版高中英语选修六Unit One语法课教学设计

乐亭一中英语组

王爱新

一、整体设计思路、指导依据说明

虚拟语气这一语法项目是各类英语考试中心测试的重点之一，在高考题型中都有可能会涉及到。它的结构和用法比较复杂，是高中阶段英语学习的一个重点和难点，也是高考英语常考的一个考点，掌握好虚拟语气对于语言理解和运用也具有重要的意义。

二、

教学内容

1. 教材分析

选修六Unit 1 Arts Learning about language 部分：

If clause in the subjunctive mood Type 1: Things that will not happen. E.g. If you were an artist, what kind of pictures would you paint? Type 2: Things that did not happen. E.g. If Rob hadn’t injured himself, we would have won. Type 3: Things that will not happen in the future. E.g. If it were to/should rain tomorrow, I would stay at home. 虚拟语气是选修六的语法教学难点。虽然在以前的学习材料中曾出现过if引导的虚拟语气条件句，但当时只要求学生理解该句型结构的意义。而选修六的第一单元则要求学生掌握if引导的虚拟条件句在过去、现在、将来三种不同时间情况中的语法规则并运用该结构进行创造性或半创造性的活动。

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2. 教学目标分析：

知识目标:

学生能充分理解虚拟语气的概念及虚拟条件句和真实条件句的区别。学生掌握虚拟条件句在过去、现在、将来三种不同时间情况中的语法规则。学生充分理解错综时间虚拟条件句。

能力目标：

使学生能在不同时间情况下正确运用虚拟条件句。在语法学习过程中，培养学生的自学能力，分析总结的能力以及小组合作能力。

情感目标:

使学生产生对虚拟语气的探究愿望。

3. 教学重点、难点分析：

1. if真实条件句和非真实条件句的区别。

2. 针对三种不同时态的虚拟语气构成。

3. 较为复杂情况下的虚拟语气使用情况。

三、学情分析

我所任教的是高二普通班的学生，学生英语水平较差，语法知识混乱。虚拟语气这一部分的内容对于学生来说是一大难点。相对来说语法规则比较复杂，学生需要记忆的条条框框较多，需要针对不同的语言环境做出灵活应变的东西也比较多。因此，本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；让语法知识从易到难，循序渐进的原则。

四、教法学法

1. 创设情境教学法

2. 任务型教学法

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3. 自主学习和小组合作学习

五、教学过程设计

Step1：Lead in

1. Enjoy an English song “If I were a boy”

2.Ask the students “if you were a boy, what would you do?”

设计意图：通过让学生欣赏一首名为“If I were a boy”的英文歌，激发学生兴趣，并引出本节课主题“if虚拟语条件句”。听完歌之后，问几个女同学“if you were a boy, what would you do?”。最后故意提问一个男同学，男同学可能会回答“I am a boy”。

然后让学生分析If I were a boy 和

I am a boy的区别，引出虚拟语气具体概念和非真实条件句。

Step 2. Individual learning

Ask the students to study the following sentences and try to summarize the structure of subjunctive mood.

Discovering 1 Du: If I hadn’t met

you, I wouldn’t

have realized the sense of my life.

Qian: If you hadn’t stopped the car, I would have died. 与过去事实相反：

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从句谓语用____________________, 主句谓语用______________________ Discovering 2 Qian: If Professor Du stayed with me now, I would leave my sadness behind. Du: If I were a normal person, I would accept your love. 与现在事实相反：

从句谓语用___________(be动词用_____), 主句谓语用________________ Discovering 3 Qian: If you were to marry me one day, I would be the happiest person in the world. Du: If I should return/returned to the earth one day, I would marry you. 与将来事实相反：

从句谓语用___________(be动词用_____) 或______________或_________________ , 主句谓语用_____________________________ （设计意图：用虚拟语气来表达“来自星星的你”这部电视剧中的几个经典场景（discovering1,2,3），引导学生观察总结虚拟语气在过去、现在、将来三种不同时间情况中的语法规则）

Step3. Group cooperation

1.

Let the students discuss in groups and try to finish the chart. Type If 从句的谓语形式

4 主句的谓语形式

与现在事实相反

与过去事实相反

与将来事实相反

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错综时间条件句

理解归纳-------Discovering

If he hadn’t stayed up last night, he wouldn’t sleep at class now. 虚拟条件句中从句谓语动词与主句谓语动词发生的时间_________，叫做错综时间条件句。主句和从句的谓语动词要依照_________________。

（设计意图：通过学生上课睡觉的一个真实场景，引导学生观察总结错综时间条件句的语法规则。贴近学生生活的话题可以帮助学生迅速理解错综时间条件句。）

Step4. Practice and consolidation Divide the students into 6 groups, ask each group to choose an envelop. Each envelop is connected with an exercise. Any group which gives the correct answer will get a certain sum of money.

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Exercise 1. Make up sentences according to the picture.

Exercise 2: Watch a short video cutting from the film "A Chinese Odyssey" (“大话西游”) and then translate the lines into English using subjunctive mood.

如果上天能够给我一个再来一次的机会，

我会对那个女孩子说三个字：我爱你。

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如果非要在这份爱上加上一个期限，我希望是--一万年!

If God

_____________________(give) me another chance，I________(tell) the girl three words, “

I love you.”

If I

______(have to) set a time limit to our love, It_________ (be)10,000 years!

Exercise 3. True or False questions

sentence1. If Tom had been more careful in the exam, he would pass it already. sentence2. If I had one million dollars now, I would donate it to our school. sentence 3. If Robots were to control the world some day, there would have been no friendship. sentece4. If he had prepared for his lessons yesterday, he wouldn’t have so many difficulties now. Exercise 4. ask the students recall the fable “A farmer and a snake” and fill in the blanks with the right answer.

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If the farmer ___________(not see) the snake, he _________________ (not put) it under his coat;

if he __________ (not put)it under his coat ,the snake ________________ (not bite)him; if

the snake__________(not bite)him, he _______(not die). Exercise 5：Make up a dialogue according to the picture and act it out.

Exercise 6：Group competition

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设计意图：本环节是强化练习，我将练习任务设计成了现在非常流行的抢红包形式展开小组竞争。每个红包都链接了一个练习题，题目的设置利用了电子白板的音视频，蒙层，趣味分类及分组竞争等功能，将故事、图片、电影、漫画等多种形式融合到练习当中，这个环节不仅可以让学生巩固之前学习的虚拟语气，而且学生参与度高，将语法课堂变成快乐的课堂，充分发挥学生与教学内容、学生间、师生间的互动性。

Step5. summary and extension Ask the students the question “what would you do if you had a lot of money?”

Their answers are: If I had a lot of money, I would buy a big house. If I had a lot of money, I would…

Then I show them some pictures of the children in the poor mountainous areas and ask them “what do you think of children in the picture?”

their answers are: poor, miserable, eager to learn…….

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And then I ask them “If you had a lot of money, would you like to help them?”

Take out a donation box and ask the students to donate the money they got in the classs to help the poor children. 设计意图：通过提问学生一个含虚拟语气if条件句的问题，充分发挥学生的想象力，并让学生对所学知识加以运用和巩固。然后拿出一个捐款箱，借机把刚才发出去的钱收回来，然后鼓励If you had a lot of money, you should help those in need.这样对本节课进行了情感上的升华。

step6：Home work Ask the students to scan the two-dimension code in the We-chat group and finish theomework.

设计意图：利用问卷星网站的考试类问卷给学生布置课后作业，学生提交后可以立即出分，并有答案解析，可以快速的查缺补漏。教师可以查看学生成绩和题目正确率，并在下节课有针对性地对学生进行指导。

六、板书设计

Grammar study

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与现在事实相反的虚拟

与过去事实相反的虚拟

与将来事实相反的虚拟

七、教学反思

If 从句的谓语形式

主句的谓语形式

交互式电子白板在教学中巧妙地把学生的认知活动和情感活动结合起来，促进学生主动获取信息的积极性，创设更有利于学生自主学习的环境。通过情景创设，给语法教学增添了别样的魅力，讲语法教学与通说读写译综合语言能力的培养相结合，让学生在感知、体验、实践、合作中去完成任务，实现目标。将英语语法真正内化，最终达到提高综合语言运用的能力。

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