含山县职教中心2016-2017学年度第二学期
教师公开示范课教案
公开课教师：周静
公开课时间：2017年2月23日上午第二节课
公开课地点：高三计算机2班
Subjunctive Mood
虚拟语气专题复习
一．教学目标：虚拟语气是高考的重点，且难度较大。本次课程通过对虚拟语气知识点的复习讲解，总结概括，让学生知道虚拟语气是用来表示人的主观的愿望和假想，达到学生对知识点的熟练运用，在脑海中形成具有条理性的知识框架的目的。
二．教材分析：虚拟语气是高考英语重点和难点，掌握好虚拟语气的重要性对每个参加高考的学生不言而喻。这次课程是高三第一轮复习时对虚拟语气的再次讲解和梳理，全部的知识都经过了高度的总结合概括，均是高考考点。
三．学生特征分析：辅导的学生是高三年级，刻苦努力，理解能力较强，有一定的基础。基本知识掌握一般，且很多重要的知识点已经遗忘
四．教学重点难点：1、真实条件句和非真实条件句的用法。2、虚拟语气用在主语从句，表语从句，同位语从句，定语从句中的用法。3、情态动词+ have + done的用法。
五．教学过程
一．定义：虚拟语气是一种动词形式，表示说话人的一种愿望，假设，怀疑，猜测，建议等含义。虚拟语气所表示的含义不是客观存在的事实。
二．虚拟语气在非真实条件句中
1.概念
真实条件句：表示现实或可能变为现实的条件。
非真实条件句：表示非现实的，或不可能，或不大可能变为现实的条件。
e.g. ①I will go fishing if it doesn’t rain tomorrow.
②If I were a bird, I could fly in the sky.
e.g. ①If you had got up earlier,you could have caught the train.
②If he came tomorrow,we could ask him.
练习：
①If you ＿＿＿＿(take) my advice,you ＿＿＿＿＿＿(not fail) in the exams last term.
②If it ＿＿＿＿(rain) tomorrow,the sports meeting ＿＿＿＿＿＿(put off).
③If everyone ＿＿＿＿(know)first aid,many lives ＿＿＿＿＿＿(save).
3.重点：混合虚拟语气和含蓄虚拟语气以及虚拟语气的倒装
1)有些句子主句谓语和从句谓语表示的动作在时间上并不一致，这类句子称为“错综时间条件句”。
①If you had studied hard before,you would be a college student now.
②If he had n’t followed my advice,he wouldn’t do it much better like this. 2）含蓄条件句指句中没有明显的虚拟条件句，而是利用其它手段来暗示存在的虚拟条件，如but for,with,without,otherwise,but等。
①But for your help,we could n’t have finished the work.=
If it had not been for your help,……
②I might have given your more help,but I was too busy.
③Such a thing wouldn’t have happened elsewhere.
④I was ill that day.Otherwise,I would have taken part in the meeting.
3）如条件句中有were,had,should,可把if省略掉，把were,had,should提前，变为倒装句式。
e.g. If we had made a great effort,we might have succeeded.→
Had we made a great effort,we might have succeeded.
▲注意：若条件句的谓语动词是否定形式时，不能用动词的缩略形式。
e.g. If it weren’t for the expense,I would go abroad now.→
Were it not for the expense,I would go abroad now.
三．虚拟语气其它用法
1.用于宾语从句中
1）wish后的宾语从句用虚拟语气，表示一种不可能实现的愿望。谓语形式：过去式（宾语从句动作与wish同时）
had+done(宾语从句动作先于wish)
could/would/might+do（宾语从句动作后于wish）
e.g. ①I wish (that) I were a flying bird.
②I wish (that) I had met that film star yesterday.
③I wish he would try again.
2）省去主句的条件句常用if only引导，表示一种不可能实现的愿望。谓语形式：
谓语用过去式（与现在事实相反）
谓语用had done（与过去事实相反）
谓语用could/would/might+do（与将来事实相反）
e.g. ①If only he were here.
②If only the rain would stop.
3) as if/as though用在虚拟语气中。
as if/as though引导表语从句与方式状语从句皆可，谓语形式：
过去式（从句动作与主句动作同时发生）
had done（从句动作先于主句动作）
could/would/might+do（从句动作后于主句动作）
e.g. ①He looks as if he were a pop star.
②They talked about L.A. as if they had been there.
4) would rather后的宾语从句用过去式表示与现在或将来事实相反，用过去完成式表示与过去事实相反。
e.g. ①I’d rather you went home now.
②I’d rather you hadn’t made that mistake.
2.用于表示建议、命令等词后的宾语从句中，如demand,order,require,insist,suggest,propose,advise等。宾语从句的虚拟语气结构为：(should)+do
e.g. He ordered that the boy (should) go with him.
▲注意：当suggest作“暗示；表明”讲，insist作“坚持说；坚持认为”讲，宾语从句不用虚拟语气。
e.g. ①The look on his face suggested that he was angry.
②Mike insisted that he had never stolen anything.
3.用于主语从句中
It is suggested/proposed/necessary/important/strange/natural/desired+that从句
It is a pity/a shame/no wonder+that从句
主语从句的虚拟语气结构为：（should）+do（表达说话者“惊讶、遗憾、应该”等语气）
e.g. It was a pity that our team should lose the game.
▲注意：以上句式也可用陈述语气。
e.g. It’s strange that he didn’t come yesterday.
4.用于表语从句和同位语从句中
在名词advice,order,suggestion,request,proposal,plan,idea等后边that引导的同位语从句，或这些名词作主语时后面that引导的表语从句中，虚拟语气结构为：(should)+do
e.g. ①We all agreed to his suggestion that we (should) give up the plan.
②My idea is that he (should) accept the job.
5.用于定语从句中
It is (high) time+that从句，从句谓语形式用过去式，或should+do(should不可省略)。e.g. It is high time we started (should start）out.
四．Summary and Homework
五．教学反思
虚拟语气 一、虚拟语气是什么 定义：①在表示一种完全假设的情况或主观愿望时，动词（实意动词、情态动词、系动词、助动词）需用一种特殊的形式，称为虚拟语气。 ②用来表达非真实的情况，如建议、命令、安排、猜测、愿望/遗憾、假设、空想、白日梦等。 e.g. 1.If I were you,I would forgive Mary.假设 2.I wish you had come to the party yesterday.愿望 3.If only（要是……就好了）you could understand me！愿望 二、虚拟语气怎么用 4.If(先行词) I were（无人称变化）you，I should seize the chance to go abroad. 5.If you had taken my advice，you would not have failed in the exams. 6.If Professor Li should have（had/were to have）time tomorrow，we could ask him questions. 例题1.Why didn’t you tell me about your trouble last week?If you had told me, I could have helped. 例题2. We would be (be) back in the hotel now if you didn’t lose the map. 例题3. Sorry,I am too busy now.If I （D）time,I would certainly go for an outgoing with you. A.have had B.had had C.have D.had 例题4. ----Do you think John has passed the driving test? -----No.If so,he( C )his car to our college yesterday. A.would drive B.drove C.would have driven D.had driven 注意：在条件句中可省略if，且把were，should，had（需是助动词）提到句首，构成部分倒装（否定不用缩写） e.g. 7.Were I twenty now，I would join the army。现在 8.Should Mr.White call，what would you say?将来 9.Had we made a great effort，we might have succeeded.过去 10.Had I not warned you，you could have been killed.（not置于主语之后）过去 例题5.Had the goverments and scientists not worked together,AIDS-related deaths would not have fallen (fall) since their highest in 2005.
高中英语语法虚拟语气 教学设计 集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]
高中英语语法虚拟语气教学：The subjunctive mood 厦门第十中学吕瑞珠 一、概述 本节课是高中英语语法教学课，授课内容为虚拟语气，授课对象是高三年学生。从呈现、加深记忆、巩固到实践并将语言项目运用于写作中并做适当的点评，大概需要两课时。但我这里着重阐述的是第一课时的教学内容、教学策略等。 通过本节语法教学课的学习，学生重新整合自己的有关虚拟语气的知识，复习已知的虚拟语气的表达形式如：I wish I could fly freely in the sky like a bird; It is high that you got up.等等，并学习新的表达形式如：The English teacher suggested that we should read the English newspaper every day; I would have passed the English exam if I had worker harder in the past 20 days.最为重要的是，学生在学习完虚拟语气的表达形式后，要在写作中运用。 虚拟语气在高中英语语法的难点之一，多数学生感到费解，因此也更需要老师的指导与相应的实践与运用，并且较好地掌握虚拟语气的表达形式，有助于扫除学生阅读过程中对个别句子的理解。 二、教学目标分析 1．知识与技能 1）复习学生已掌握的虚拟语气表达的句型： I wish I were… / I could … It is high time that you did your homework.. If I were you, I would… 2) 学习虚拟语气新的表达方式，尤其是if引导的虚拟条件状语从句，掌握与现在事实、与过去事实、与将来事实相反的三种虚拟语气的表达，特别是主句与从句时态的呈现；还有引导出的宾语从句需要运用虚拟语气的动词，如suggest, insist, propose, demand and so on. 3）培养学生运用所学知识表达自己的思想的能力。 2．过程与方法 1）引导学生在欣赏英文歌曲An Angel的情景教学过程中，开启对虚拟语气表达已有的知识记忆。
Unit 2 Poems Grammar Subjunctive MoodⅡ 【学习目标】 1.理解和掌握if条件状语句中表示与过去客观事实相反的假设的虚拟语气； 2.掌握虚拟语气在主语从句、表语从句和同位语从句中的运用。 【重点与难点】 虚拟语气在不同从句中的谓语动词形式和意义。 【学法指导】 通过不同类型从句中的谓语动词形式，掌握虚拟语气的形式和意义。 预习案Previewing Case 【巩固复习】虚拟语气在if引导的条件状语从句中的运用。 [观察]阅读下面4个句子，注意观察每句的if从句和主句的谓语动词形式，指出其表达什么语气和意思。 ① If it_____ ( be )fine now, I ________ (go) shopping. ② If everyone _______(live) a low-carbon life now, the earth ___________(be) saved. ③ If it ______________________(be) Christmas Day tomorrow, I _____________(get) some gifts. ④If you _______________________(get) a full mark next time, I _____________ (treat) you to candies. [发现] 1. 上述①②句中的if条件状语从句表示与_________客观事实相反的假设； 2. 上述③④⑤句中的if条件状语从句表示与_________客观事实相反的假设。 [总结] 1.如果if条件状语从句表示与现在客观事实相反的假设，从句的谓语动词形式用_________或_________,主句的谓语动词形式用情态动词_______/_______/_______/________+动词原形； 2. 如果if条件状语从句表示与将来客观事实相反的假设，从句的谓语动词形式用_________或_________或_________,主句的谓语动词形式用情态动词_____/_____/_____/________+动词原形。 探究案Exploring Case 【探究一】虚拟语气在if条件状语从句中还可表示与过去客观事实相反的假设。 [填空] 听录音给诗歌填空。 We w ould have won… if Jack had scored that goal, if we’d had just a few more minutes, if we _____________________
虚拟语气subjunctive mood 学习目标(Learning objects)： 1.熟悉并掌握虚拟语气的基本结构和基本用法； 2.熟悉考点、难点，掌握知识点，提高解题能力。 课前自主先学(Self-study) 1.基础梳理 1.英语中动词的语气（陈述语气，祈使语气，虚拟语气） He works in a hospital and he likes his job. Open the door,please. If I were a boy,I would join the army. 2.虚拟语气的概念 How I wish I could stay with you! He suggested that we should help each other in learning English. 虚拟语气表示所说的话不是，或者是，而是一种。 2.小试身手 1.If I were to do it,I it in a different way. A.shall do B.will do C.would do D.have done 2. I you,I would go with him to the party. A.Was B.Had been C.Will be D.Were 3.How I wish I to my parents’ advice. A.listening B.listen C.am listening D.had listened 4.All of us would rather you . A.won’t smoke B.are not smoking C.haven’t smoked D.didn’t smoke 5.My suggestion is that we to Dalian for sightseeing（观光）. A.will go B.shall go C.go D.have gone 6.He ,an American,speaks Chinese so fluently as if he a Chinese. A.were B.had been C.is D.has been 课中合作互学(Group-study) Task 1 虚拟语气在非真实条件句中 if从句主句 与现在事实相反的假设if+主语+ 主语+ 与过去事实相反的假设if +主语+ 主语+ 与将来事实相反的假设1.if+主语+ 2.if+主语+ 3.if+主语+ 主语+ 1）如果我是你，我就帮他。 If I you,I him. 2）如果你昨天去超市，你就看见我了。 If you to the supermarket,you me. 3)如果明天他不来，我们就把会议推迟到下周。 If he tomorrow,we the meeting till next week. Task 2
课题：The Revise of the Object Clause Teaching plan Teacher : Teaching time: March 13th, 2015 Teaching place：Chihe Middle School Class1, Grade9 Teaching contents: Object clause Teaching type: Grammar I. Teaching Aims A. Aims of Knowledge By the end of the lesson, Ss will have a better understanding of the object clause. Then Ss will grasp the usage of 3 introductory words: that、if、whether，the tense and word order, etc. B. Aims of Ability Enable students to identify what is the object clause and learn to use different kinds of introductory words C. Aims of Emotion Develop students’ interest of learning grammar. II. Teaching important points Explain the three important aspects of the objective clause: the introductory words, tense and sentence order. Besides, explain the usage of 3 introductory words：that, if, whether.. III.Teaching difficult points How to choose the introductory words correctly and appropriately in the objective clause IV. Teaching methods Combine the inductive method with the deductive method. V. Teaching aids textbook, multimedia and chalks VI. Teaching procedures Step 1 Warm up
Grammar-------Subjective mood Teaching Aims 1.Knowledge Aim Help the students to use the subjunctive mood correctly in different situations. 2.Ability Aim To learn the subjunctive mood freely and properly in speaking and writing. 3.Emotional Aims 1)Encourage the students learn more about the grammar. 1)Help the students to form the good habit in learning. 1)Encourage the students to do more exercise consolidate the knowledge. Teaching Important Point Enable the students to use the correct form o f of the subjunctive mood Teaching Difficult Point To know the differences between the attributive and the predicative. Teaching Methods: Summarizing,comparative method;practicing activities Teaching Aids Multi-media classroom and other normal teaching tools Teaching Procedure StepⅠGreeting Greet the whole class. StepⅡDictation StepⅢHomework checking StepⅣGrammar 虚拟语气(Subjunctive Mood)这一语法项目是各类英语考试中心测试的重点之一。虚拟语气是一种特殊的动词形式，用来表示说话人所说的话并不是事实，而是一种假设、愿望、怀疑或推测。判断是真实条件句还是非真实条件句。只有在非真实条件句中才使用虚拟语气。通过句子意思，看假设的条件是否能够实现，能够实现是真实条件句，不能使用虚拟语气；假设的条件不能实现则是非真实条件句，要用虚拟语气.判断这个假设是与哪个事实
Unit 4 What would you do? 在本单元内我们要完成以下学习任务： 1．学习表示与现在事实相反的虚拟语气的结构。 2．学习谈论一些假设的、虚拟的情况。 3．学习使用虚拟语气提出建议。 一、重难点提示 1．What would you do if you had a lot of money? 如果你有很多钱你将做什么？ 这是一个与现在事实相反的假设，用的是虚拟语气。虚拟语气用来表示说话人的愿望、假设、猜测或建议，而不表示客观存在的事实。虚拟语气通过谓语动词的特殊形式来表示。在本单元中出现的是虚拟语气中的一种：表示与现在事实相反的一种假设，与if引导的条件状语从句一起使用。 结构：条件状语从句中的谓语动词用过去式（动词be多用were），主句中的动词用would＋动词原形。 e.g. —What would you do if you had a million dollars? 假如你有一百万美元你将干什么？ —If I had a million dollars, I’d buy a plane and travel around the world. 我将买一架飞机并周游世界。 e.g. If I were you, I’d wear a shirt and tie. 如果我是你，我会穿衬衣打领带。 I’d=I would 2．What if everybody else is wearing jeans and T-shirts? 如果别人都穿牛仔裤、T恤衫怎么办呢？ what if的用法： （1）如果……怎么办？ e.g. What if I don’t know anyone? 如果我不认识任何人怎么办？ （2）即使……又有什么关系？ e.g. What if he goes angry? 即使他生气又有什么关系？ 3．—What are you like? 你是个什么样的人？ —I think I’m creative and outgoing. 我想我具备创造力并且善于交际。 ※注意以下几个句子所询问的不同内容： （1）What are you like?(like是介词)询问的是性格（personality）。 （2）What do you like? (like是动词)询问的是爱好(hobby)。
Subjunctive mood 一. Teaching aims: 1、Knowledge and ability 1）. Know what the subjunctive mood refers to 2）. Know the different forms of the subjunctive mood 3）. Master the structure of the subjunctive mood about “if …” and the structures of the different forms of the subjunctive mood. 4）. Do some exercises about the grammar and flexible to use it in specific language environment. 2、Process and method goals : Combine guidance of teachers and student self-learning；combine to grammar explanations and grammar exercises enable students to master the subjunctive mood in use. 3、Emotional attitudes and values objectives： To develop students' independent learning and the exploring ability, increase their awareness of cooperation, to improve students' language skills and the ability to express their views. 二、teaching difficult point Can use this rules of grammar to complete various training exercises and use in the actual language. 三.、Teaching important points 1) The subjunctive mood is often found in a clause be ginning with the word “if”. 2) Get students to learn the proper forms of verbs in subjunctive mood. 四、Teaching methods： 1) Multi-media teaching 2) Cooperative learning-for example: group discussion 3）Inductive method 五、Teaching aids：PPT，video
虚拟语气教学设计 大连开发区第十高级中学外语组闫志刚一．教材分析 本课是结合外研社高中英语教材选修7中有关虚拟语气的语法内容，进行虚拟语气的复习，我在教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二．学情分析 在高一和高二近两年英语学习的基础上，学生已经掌握了基本的语言结构和一定程度的听说读写能力。在复习虚拟语气的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度，为高考和大学的进一步学习研究打下坚实的基础。但大部分学生的基础知识仍然较为薄弱，主动学习的动力不够，然而他们好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三．教学重点 非真实条件状语从句虚拟语气和名词性从句的虚拟语气的用法 四．教学难点 非真实条件状语从句虚拟语气中的倒装，错综时间条件句和含蓄虚拟条件句的用法 五．教学目标 1.知识目标 引导学生准确把握情态动词在虚拟语气之中的使用。根据该语法规律解决实际问题。重语境，探语义，培养学生通读，分析，理解，综合归纳的能力，教会学生体察语境，结合上下文，符合逻辑推理和合理的想象，依靠语法但不拘泥于语法，结合语法和题干中的语境解决高考题。 2.能力目标 利用小组合作和组间竞争营造积极和谐教学氛围，充分调动学生的思维活动和情感体验，着重提高学生获取信息，处理信息，分析问题和解决问题的能力，培养学生自主学习与合作学习能力。在运用语言的过程中培养学生的观察力、分析力、想象力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。 3.德育目标 利用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。形成健全的情感态度，为未来发展和终身学习奠定好的基础。 六．教学策略 高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用任务型教学法，任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的学生学习中的重点和难点。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识并得出结论，从注重语言本身转变为注重语言习得。
教学过程 一、课堂导入 老师将下列句子呈现给学生，学生跟着老师读下列句子。 1. If it should fail, I would try again. 2. If it were not raining, we should go for a picnic. 3. She would have gone to the party if she had been invited.
二、复习预习 教师引导学生复习上节课所学的宾语从句的概念，宾语从句的语序，宾语从句的时态和连接词。（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过宾语从句的具体用法的分析和扩展导入本节课所要学习的虚拟语气。
三、知识讲解 知识点1：由if引导的虚拟语气在条件句中的应用 1.【考查点】与现在事实相反的虚拟条件句，条件从句的谓语用动词的过去式(be的过去式用were), 主句的谓语用should （would, might，could）+动词原形。 如：If it were not raining, we should go for a picnic.如果现在不下雨的话，我们就出去野餐了。 （事实是：天在下雨，我们不能出去野餐。表示愿望。） If he came here, he might be able to help you. 如果他来这，他就能够帮助你了。 （事实是：他没来这，他不可能帮助你。表示对他的良好印象。）
2. 【考查点】与过去事实相反的虚拟条件句，条件从句的谓语用had+过去分词，主句的谓语用should （would, might，could）+ have ＋过去分词。 如：She would have gone to the party if she had been invited. 要是当初她被邀请的话，她就会去参加这次聚会了。 （事实是：当时没有人邀请她，因此，她没有来参加聚会。表示后悔。） 3.【考查点】与将来事实可能相反的虚拟条件句，条件从句的谓语用动词的过去式(be的过去式用were)；should＋动词原形；were to＋动词原形，主句用should （would, might，could）+动词原形。 如：If it should fail, I would try again. 要是失败了，我会再试一次。 （事实是：有可能失败，可我会再试。表示未知。）
The Fifth Period 第五课时 Grammar The usage of The Subjective Mood I Teaching aims 1. Ss are able to discover and master the useful structures of The Subjective Mood 2. Ss are able to know how to use past participle II Teaching procedures Step1 find the definition of the subjective mood 【观察】 1.If I were a bird, I could fly in the air. 2.I wish I could pass the examination. 【归纳】 虚拟语气：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。 1.虚拟语气在if条件从句中的使用 【观察】 1.If I were you, I would go to bed early tonight. 如果我是你，我今晚就会早点睡。 2.If you took the bus, you would be late for the film. 如果你坐公车去看电影，那么你就会 迟到。 3.If Jack had scored that goal, we would have won the football match. 如果杰克射进了那个 球，我们就会赢得那场足球比赛。 4.If she hadn’t come, I might have been in trouble. 如果她没来，我可能已陷入困境了。 5.I could help you if you had difficulty in doing your homework. 如果你做作业有困难，我 会帮助你的。 6.If it were to rain tomorrow, they would not go out. 如果明天下雨的话，他们就不会出去。【归纳】 注意：若从句中的谓语动词是be动词的话，一律用were。 【实践】 1.If he my advice, he wouldn’t have lost his job. A. followed B. should follow C. had followed D. would follow 2. 翻译：如果我有足够的钱，我会周游世界。
《虚拟语气》教案 本文根据对中学英语考试大纲的要求，梳理了《虚拟语气》教案 一、教学目标 掌握虚拟语气的基本用法 hypothetical.is it but real,not is mood subjunctive the in to referred situation The point.grammar important an is mood（1）Subjunctive mood subjunctive the use to how know to students the enable（2）To 二、教学重难点 1.教学重点 （1）辨别应用虚拟语气的各种句型。 （2）确定含虚拟语气的句型中主从句谓语动词形式。 2.教学难点 （1）如何辨认错综型虚拟语气。 （2）如何在语篇中应用虚拟语气。 三、教学方法 多媒体展示，小组讨论，课堂问答。 四、教学过程 1.语气的定义：语气是以动词形式表现出来的语法特征，它表示说话人对事物所持的态度。 （1）陈述语气：用来陈述事实的，有肯定，否定，疑问或感叹等形式。 She is very clever. What fun it is to swim in the lake! Why don’t you join an English language club to practice speaking English? （2）祈使语气：用来表示请求，命令或劝告等。 Don’t be late for the meeting.
（3）虚拟语气：表示所说的内容与事实不符，不是事实或是不可能发生的，只是一种愿望，建议或与事实相反的假设等。 If I were you,I would go and attend his party. It is demanded that we should get everything ready by tonight.It’s time that we began the meeting. Step1. Warming up Ask students to go back to Page1 and study the following three sentences in Warming up and translate them into Chinese: （1）If you were an artist, what kind of pictures would you paint? （2）If you could have three of these paintings on the walls of your classroom, which would you choose? （3）Have you ever wished you could paint as well as a professional artist? Step2: Grammar learning Ask students to analyze some sentences and try to summarize the structure and meaning of the subjunctive mood. Pay special attention to their verb forms The subjunctive mood beginning with the word “if”: （1）If it often rained, the crops would grow well. . （2）If he were here, everything would be all right. （3）If he had taken my advice, he would have succeeded in the competition. （4）If it were to rain tomorrow, the football match would be put off. Step3: Summing up
REVISION Grammar：The usage of the Subjective Mood Teacher: Xiao Ziquan Class: Class 2, Senior 3 Time : April. 18th,2017 I. Teaching aims 1. Ss are able to discover and master the useful structures of the Subjective Mood 2. Mainly help students revise the usage of the Subjective Mood 3. Encourage students to apply what they’ve leant to practice II.Teaching key points: 1. the basic structures of the Subjective Mood 2. the usage of I wish structure III. Teaching difficult points: 1. the mended Subjective Mood 2. the reverted Subjective Mood 3.the Ellipsis of the Subjective Mood IV. Ability: The students are able to use the subjunctive mood to express dreams and regrets . V. Emotion: Cultivate the spirit of cooperation, self-teaching, and self-exploring Teaching methods 1.Task-based method to finish the teaching assignment 2.Revise the function of subjunctive mood through “words-sentences-passage” step by step VI. Teaching aid: multi-media system VII. Teaching procedures Step1. find the definition of the subjective mood and Explorative activity 【观察】 3.30. —Do you think George has passed the driving test?(2013高考) 4.—No. If so, he _____his car to our college yesterday. 5.would drive B. drove C. would have driven D. had driven 6.We lost our way in that small village, otherwise we ____ more places of interest yesterday.(2012高考) 7. A. visited B. had visited C. would visit D. would have visited 8..—Pity you missed the lecture on nuclear pollution。 9.—I it, but I was busy preparing for a job interview.(2011高考) 10.A. attended B. had attended C. would attend D. would have attended
虚拟语气教学设计及反思 ①教材分析： 虚拟语气是英语学习的重点以及难点内容，掌握虚拟语气与客观事实相反的三种情况， 即与过去，现在和将来相反的三种情况下，从句和主句动词的合适使用。虚拟语气的内容多，学生容易混淆，处理难度大。因而课本也用了较多内容进行讲解。本节选择了虚拟语气的两种句式if条件从句与wish宾语从句进行讲解。 ②学生分析： 就学生而言，虚拟语气是他们学习英语的过程中的一个难点。如何使用虚拟语气，什么时候用虚拟语气，怎么区分虚拟语气还是有一定难度的。所以通过讲解和练习由易而难，循序渐进，逐步掌握其规律和特点，对学生是非常有益的。 ③教学目标： 中。 2.通过语法练习和语言实践练习，让学生构建一个完整的语法知识体系以便能够灵活所 学到的知识，做到举一反三。 ④教学重点： 了解和掌握虚拟语气语法项目和基本原则 ⑤教学难点： 能运用虚拟语气去完成试题练习并能运用到情景对话当中 ⑥教学内容 1.概念 虚拟语气用来表示说话人的主观愿望或假想，而不表示客观存在的事实，所说的是一个条件，不一定是事实，或与事实相反。虚拟语气通过谓语动词的特殊形式来表示。 2.应用条件 在表示虚假的、与事实相反的或难以实现的情况时用虚拟语气，表示主观愿望或某种强烈情感时，也用虚拟语气。即当一个人说话时欲强调其所说的话是基于自己的主观想法，而不是根据客观实际，就用虚拟语气。 用法及动词形式 类型条件句主句 与现在事实相反 If+主语+did （be动词were） 主语+should/would/ could/might+do 与过去事实相反If+主语+had done 主语+should/would/ could/might+have done 与将来事实相反 1.If+主语+did 2.If+主语+were to 3.If+主语+should 主语+should/would/ could/might+do
㈠课程说明 教学目标： 虚拟语气是高考的重点，且难度较大。本次课程通过对虚拟语气知识点的复习讲解，总结概括，让学生知道虚拟语气是用来表示人的主观的愿望和假想，达到学生对知识点的熟练运用，在脑海中形成具有条理性的知识框架的目的。 教材分析： 虚拟语气是高考英语重点和难点，掌握好虚拟语气的重要性对每个参加高考的学生不言而喻。这次课程是高三第一轮复习时对虚拟语气的再次讲解和梳理，全部的知识都经过了高度的总结合概括，均是高考考点。 学生特征分析： 辅导的学生是高三年级，刻苦努力，理解能力较强，有一定的基础。基本知识掌握一般，且很多重要的知识点已经遗忘。 教学重点难点： 1、真实条件句和非真实条件句的用法。 2、虚拟语气用在主语从句，表语从句，同位语从句，定语从句中 的用法。 3、情态动词+ have + done的用法。 ㈡课前准备： 教学方法： 一对一辅导，面对面答疑，培养学生对英语的理解表达和思维的
能力，同时安排适当的练习，保证学生能够当堂消化所讲内容。 教学器材： 黑板，粉笔，草稿纸，教案，给学生的资料，如果有条件可以适当运用多媒体。 时间分配： 讲课40分钟，做练习题20分钟。 ㈢课程设计： 一、导入： If you were to succeed, everything would be all right. If you had asked him yesterday, you would know what to do now. （这两个句子是什么形式？之前学过还有印象吗？通过提问问题激发学生的思考能力，再次对学生的知识掌握能力进行了解。） 二、讲解虚拟语气基本知识 Ⅰ什么是虚拟语气？ 虚拟语气是一种动词形式，表示说话人的一种愿望，假设，怀疑，猜测，建议等含义。虚拟语气所表示的含义不是客观存在的事实。 Ⅱ虚拟语气在真实条件句非真实条件句中 真实条件句：表示现实或可能变为现实的条件。 非真实条件句：表示非现实的，或不可能，或不大可能变为现实的条件。 （老师举例说明真实条件句和非真实条件句。）
人民教育出版社高二年级下学期 Book6 Unit 1 Art Period 4 Grammar—the Subjunctive Mood 三维目标设计 Knowledge and skills 1．to get the students to know the structure of the subjunctive mood. 2．to let the students learn the usages of the subjunctive mood. 3．to enable the students to use the subjunctive mood correctly and properly. Process and methods 1．to ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences. 2．to ask the students to make a conclusion of the usage of the subjunctive mood. 3．to ask the students to do some exercise to master the subjunctive mood. 4．to ask the students to summarize the usage of the subjunctive mood. 5．to ask the students to do some other additional exercises for consolidation. Emotion attitude and value 1．to get the students to become interested in grammar learning. 2．to develop the students' ability of comparing and summarizing. 3．to encourage the student to fight for their dreams. 教学重、难点 1．to get the students to master the structure and usages of the subjunctive mood. 2．to enable the students to learn how to use the subjunctive mood correctly. 教学过程 Step 1greeting and 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?” ▲Ask the students to study the following sentences and try to summarize the structure of the subjunctive mood. 虚拟语气在if 条件句中的用法