Learning about Language教学实录与评析

虚拟语气语法教学设计 一、«高中英语课程标准»分析：

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。根据《英语课程标准》的具体要求和近年考纲要求，对于虚拟语气应掌握以下内容：

1.什么是虚拟语气即虚拟语气的概念；

2.区分虚拟条件句与表示真实情况的条件句；

3.掌握虚拟语气的语法规则；

4.虚拟语气在if非真实条件句中的应用；

5.虚拟语气在各种名词性从句中的应用；

6.几种特殊结构中虚拟语气的用法,如：if only, wish，as if/though，would rather等等。

二、学情分析：

学生英语学习习惯差,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难，在实际做题时常常无从下手，不能灵活运用。我们传统的语法教学往往只注重讲解，忽视学生学习的兴趣和知识举一反三的能力。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。

三、教学目标： 1.知识于技能目标：掌握虚拟语气语法的基本规则；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。

2.过程与方法目标： 教师讲解和学生探究相结合，课堂练习和语言实践相结合，让学生通过自己主动学习，逐步建构虚拟语气的语法知识，并用于解决实际问题。

3.情感和价值目标：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验知识间的相互应用、相互依存、联系，让学生充

满自信，体验成就感和合作精神，从而对高考充满信心。

四、教学重难点：

1.教学重点：了解和掌握虚拟语气语法项目的基本规则

2.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去灵活应用，培养学生的语言运用能力和英语思维。

五、教学和学法方法：

1.教法讲授法，情景是教学法，任务型教学法

2.学法：合作式学习，互动式学习，探究式学习

六：教学手段：

多媒体辅助教学

七、教学过程：

step1 leading in

show the following questions on the screen ,have students discuss in groups. 1.If you were a scientist, would you work for cloning company? 2.If you had cloned a monster,how wou you treat him? 3.If you were a head of government ,would you allow cloning? （通过这几个问题的讨论，让学生了解虚拟语气的基本概念，引出IF非真实条件句）

step2 presenting

suppose three conditions of past ,present and future, more sentences. eg.1. First conditional If I have enough money, I will go to study in America. 2. Second conditional If I had enough money, I would go to study in America. 3. Third conditional If I had had enough money, I would have gone to study in America.

（通过设置以上三个情景，呈现出不同时间的条件虚拟句，让学生发现语法规则，并总结出不同时间非真实条件句的构成) step3 concluding

时间

从句谓语形式

主句谓语形式

动词过去式(be用were)

should + 动词原形

were to + 动词原形

将来

would / should / might / could + 动词原形

现在

过去

动词过去式(be 用

were)

had +动词过去分词

would / should / might / could + 动词原形

would / should / might / could have + 动词过去分词

（通过在大屏幕上展示虚拟语气的构成，是知识徐通话，便于学生理解和记忆）

step4 some special structure

It i 1. It is suggested/ advised/ insisted/ required … that sb. (should) do sth. (2) 2.sb. suggest/ advise/ insist/ require … that sb. (should)do sth.

(3) 3.The suggestion/ advice/ order/ requirement is that sb. (should)do sth. (4) 4.It is a pity/ shame/ wonder that sb. (should) do sth. (5) 5.It is important/ necessary/ possible … that sb. (should)do sth.

w 6.would rather that (2) 7.as if (3) 8. If only…

(4) 9.wish (5) 10.otherwise 2. step 5 practice

4. (1)Mary is ill today. If she _____，

she ____ absent from school.

A. were not ill，

wouldn't be

B. had been ill，

wouldn't have been

C. had been ill，

should have been

D. hadn't been ill，

could be

(2)Were I to do it，

I ________ it some other way.

A. will do

B. would do

C. would have done

D. were to do

(3)I ________ him the answer ________ possible，

but I was so busy then.

A. could tell，

if it had been

B. must have told，

were it

C. should have told，

had it been

D. should have told，

should it be

(4) Without your help，

we________ so much.

A. won't achieve

B. didn't achieve

C. don't achieve

D. wouldn't have achieved

(5)You didn't take his advice. ________ his advice，

you ________ such a mistake.

A. Had you taken，

wouldn't have made

B. If you had taken，

would make

C. Were you lo take，

shouldn't have made

D. Have you taken，

won't have made （通过上面五个小题的练习，让学生掌握虚拟语气这项语法在高考解题中的灵活运用）

step7 homework

finish the exercise on the textbook about the subjunctive mood 板书设计

时间

从句谓语形式

动词过去式(be用were)

should + 动词原形

were to + 动词原形

主句谓语形式

将来

would / should / might / could + 动词原形

现在

过去

动词过去式(be 用

were)

had +动词过去分词

would / should / might / could + 动词原形

would / should / might / could have + 动词过去分词

It i

教学反思：

It i 通过本节语法课的复习教学，改变传统语法教学中教师讲，学生记的教学模式，让学生在学习语法规则的同时，通过设置的任务，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，真正体验到学习所带来的好处和快乐，更大程度上调动学生的英语学习积极性，激活英语学习的氛围。