遵义清华中学
导 学 案
年级：高二 学科： 英语 执笔：汪娟
课题：Subjunctive Mood in “if clause” if条件句中的虚拟语气
一、学习目标：
1. Command Subjunctive Mood in “if clause”
2. Master the inversion form of If-clauses of subjunctive mood where “if” is
left out
二、预习指导：
1、重 点：掌握 if引导的真实条件句与if 引导的虚拟条件句的区别。
(1). if真实条件句 表示条件是_______________, 采用___________语气。
E.g. ① If we ______ (have) chances, we shall have further cooperation.
②----What will you do if it________(rain) tomorrow?
-------I will sleep at home if it ________ (rain) tomorrow.
(2). if虚拟条件句 表示条件是_______________, 采用___________语气。
与现在事实相反：If I were a bird, I could fly in the sky.
与过去事实相反：If she hadn’t called me,I would have overslept this morning.
与将来事实相反：If Present Xi came to our school this weekend, we would be very
happy.
2、难 点：if虚拟条件句的时态变化规律。
精品课堂2019年35期目帀砂|EllTE TEACHERS ONLINE I高中英语三维动态语法观的教学实践——非真实条件句虚拟语气的语法教学活动设计吴国艳（福建省福州高级中学，福建福州 350000）摘要：2017年版高中英语新课标提出，语法教学要围绕''形式” “意义”“语用”三方面来展开。本文以语篇为基础，设 计非真实条件句中虚拟语气的英语语法教学活动，从听、说、读、看四个角度对非真实条件句虚拟语气的教学活动进行设计， 以探讨三维语法教学策略。关键词：高中英语；三维动态语法观；教学活动设计中图分类号：G427 文献标识码：A 文章编号：2095-9192（20⑼35-0019-02引言《普通高中英语课程标准（2017年版）》指出：“英语 教学语法观是以语言语用为导向的’形式一意义一语用'三 维动态观，语法知识的学习要求学生学会在语境中理解和运 用新的语法知识，进一步发展英语语法意识。”那要在什么样 的语境中学习语法呢？目前高中英语语法教学主要依托单句 语境。通过对多个单句语法的观察比较从而发现规律，学习 语法的形式和意义，再通过单句翻译进行语法知识的运用。 但是通过单句语境学习的语法脱离了说话者的情绪或特定场 合。例如，My teacher suggested I could practice reading New Concept English every moming.（老师建议我每天上午可以阅 读《新概念英语》），这句话所指的对象为“我”，那么接下 来说“我怎么做”才能显出上下句逻辑的连贯性，因此以“我” 为主语的主动态句式"I read a lot of stories at the beginning." 比以"故事"为主语的被动态句式"A lot of stories were read by me at the beginning."显得更能承上启下、更贴切。但是， 在教学实践中，我们发现学生并不理解主被动语态的意义区 别，为了使文章句式丰富，而用被动语态句式。因此，单句 语境的语法学习能让学生掌握语法形式，却不能使他们真正 领会语法的意义。语法只有在语篇中才能全方位、有活力地 体现，语篇可以为规则的感知、归纳和运用给出有意义的实例， 是学生理解掌握语法的主要渠道，语篇还会约束、影响语法 结构的选择[，,»听歌曲学语法——基于听力语篇的语法教学活动歌曲是一种人们喜闻乐见的娱乐形式，歌曲为语法学习 提供了轻松愉快的有意义的学习语境，学生可以在欣赏或学 唱歌曲同时记住语法规则，这样既能激发他们参与课堂的积 极性，又能活跃课堂气氛。美国著名黑人歌手碧昂斯的流行 歌曲If I were a boy旋律优美、歌词简单，整首曲子通过多次 重复的非真实条件句虚拟语气“如果我是个男孩”情况设想， 不断输入了虚拟语气的形式和意义。首先，为感知虚拟语气 的形式，我们设计填写空缺歌词的任务：1门_______a boy,I think I_______. How it feels to love a girl! I swear I_______ abetter man. I_______ to her. If I_______ a boy, I_______myphone. Tell everyone its broken. So they think that I was sleeping alone. I_______ myself first.接着通过① What would she do ifthe singer were a boy?② Why does the singer want to be a boy? ③ Can you sum up the special verb use in the song?三个问题让 学生理解作者想当男孩的理由，以及歌手用虚拟语气表达对 男生的告诫，让他们学会站在女孩的角度考虑问题，学会去 珍惜与关怀女孩。最后通过"What would you do if you were a boy / girl?"表达观点，让男女生互换角色，发挥想象力，合 理假设，学会换位思考，理解他人。二、亲历情境学语法——基于交际语篇的语法教学活动语言学习的目的是交际，语言是交际的工具，交流使语 言的功能得以体现。语法的学习可通过“一些贴近真实语言 使用的语境，让学生在意义协商（meaning negotiation）中体会 语法在语篇的语义构建中发挥的作用” [21o在交际活动过程中， 学生通过填补老师话语中信息的空白，达成语言形式的感知 及语言意义的理解和传递，从而提高自身的语言反应能力。 例如，教师从聊起自己遇到的一件事情开始在无形中引导学 生使用虚拟语气。T: Yesterday I received an unexpected phone. The person in the phone didn't tell me his name and just claimed to be my student and would like to chat with me. If you were me, would you believe what the man said?此时，学生好奇心被激发，会产生不同的猜测。教师接着问学生会如何应付突如其来的电话：“Ifyou were me, what would you do ?”学生在回答问题时自然地输入 T uIfI were you, I would...w非真实条件句中与现在事实相 反的虚拟语气形式。教师继续说："He told me his mother had required him to apply for a major in journalism, but he preferred to study English. If you had been in his position, what would you have done?...Although the boy followed his mother requirement finally, he felt unhappy. If you were to have a chance to talk with the boy, what would you talk with him?w随着师生间话题的逐步深入，学生“在做中学，在学中做”,19扫描二维码，获取更多本文相关信息■I耳吟魁感知并理解非真实条件句中与过去和将来事实相反虚拟语气 的用法，这有助于提升学生的交际能力。三.读故事学语法——基于文本语篇的语法教学活动学者刘润清认为，大量阅读的作用是无法估量的，许多奇 妙的语感来自阅读。只有在泛读之中，你才能忘掉你是为了学 习语言而在读书，你已经沉浸在摄取的信息之中。这时，信息 与语言就同时被吸收了，你也在不知不觉间就学到了语言［31o 要获取故事或小说的信息，学生就需要掌握一定的语法知识， 而且阅读的过程也会促进他们对语法知识的掌握。例如，教师 针对下面的心理学连锁反应的故事发展线索，设置了一系列 的问题，让学生在分析、思考或探究等活动中无形地学习语 法规则和理解语法意义。There is a famous case of emotional chain reaction in psychology.One day, the boss scolded the employee. The employee was in a bad mood and quarreled with his wife after he went home. The wife was depressed. When she saw that her child was not obedient, she slapped the child in the face. The child was full of resentment and kicked his dog very hard. The dog vented his anger on a cat. As a result, the cat rushed to the street in horror when a car came into it. In order to avoid this cat, the driver had to spin the wheel sharply, only to bump into a pedestrian on the roadside.1. What do you think cause the driver to bump into a pedestrian?(追问 What would have happened if the cat hadn't rushed to the street?)2. Why do you think the cat rush to the street?(追问 What would have happened if the dog hadn't vented his anger?)学生通过一系列的逻辑关系问题，理顺文本，并在多次 追问中感知非真实条件句中虚拟语气的功能和意义。接着， 学生通过回答"What do you leam fh)m the story?”会抓住篇章 中心——坏情绪犹如多米诺骨牌，会造成一系列的连锁反应， 带来巨大的破坏性。最后，学生又通过“What would you do if your mother were mad at you?w的讨论学会如何控制情绪，学 会如何与人相处。四、赏影视作品学语法——基于多模态语篇的语法教学 活动当今社会，新媒体迅速发展，意义与信息的传递发展为 多元化的途径呈现了书面、口语、视觉、听觉、音频相互 交织的多模态符号空间，如动画、视频等。例如，在电影 Jane Eyre 里 Jane 有这样一段话：Become nothing to you? Am I a machine without feelings? Do you think because I am poor, obscure, plain and little, I am soulless and heartless? You think wrong! I have as much soul as you and full as much heart. And if God had blessed me with some beauty and wealth, I could make it as hard for you to leave me, as it is for me to leave you. I am not «20扫描二维码,获取更多本彌轴息talking to you through mortal flesh: it is my spirit that addresses your spirit; as if we had passed through the grave, and stood at God's feet, equal — as we are!学生通过句中的虚拟语气的分 析感受了简・爱的丰富的内心情感和与不公平命运抗争的强 烈性格。最后，学生在开放性的问题“IfGod blessed me with beauty/ wealth/ chance..., I would...M 的引领下，讨论自己觉得 后悔或不公平的事情，感受虚拟语气在表达“遗憾、惋惜、惊奇” 等情感中的意义。结语综上所述，合适的语篇为语法形式、意义及运用提供具体、 生动的展示平台，为语法教学增加趣味性和思维角度，“以意 为基，探索形式，内化语用”的高中三维动态语法教学设计 让学生在活动中感知、积累并活用语法知识，进而提高他们 的英语综合素养。［参考文献］［1］ 白丽梅，黄友之.二语习得中的语法教学理论述评明［J］.基 础英语教育,2011(01):3-9.［2］ 朱正.语法教学在交际法课堂上的实现与提升［J］.中小学外 语教学仲学篇),2007,30(01):1-5.［3］ 刘润清.刘润清英语教育自选集［M］.北京:外语教学与研究 出版社,2007.作者简介：吴国艳(1975.10-),女，福建福州人，高 级教师。
高三复习英语语法专题—if条件句中的虚拟语气
巩固练习
1. If I ___________ (be) you, I would go by plane. Flying is much
faster.
2. If she knew as much music as you do, my daughter
______________ (play) much better.
3. Sorry, I am too busy now. If I________ (have) time, I
________________ (go) for an outing with you.
4. If he ___________ (come) at this moment, I would criticize him.
5. Ifwe ______________ (make) adequate preparations, the
conference wouldn’t have been so successful.
6. – She didn’t ask me, so I didn’t help her.
– You mean to say if she ____________ (ask) you, you would
have helped her.
7. You didn’t let me drive. If we ______________ (drive) in turn, you
________________ (get) so tired.
8. If you had gone over your test paper carefully before handing it in,
you ______________ (make) fewer mistakes.
9. If Alice _____________ (come) this afternoon, the meeting would
word
- 1 - / 5 高中英语选修六Unit 2 Poems 虚拟语气课件
此课件是关于人教新课标第二单元-poems中虚拟语气。在第一单元中，学生们已经学过了对现在与将来两种情况的虚拟。所以此课件的目的主要是补充，总结，巩固并进行考点讲练。
Teaching Plan for a Grammar Revision Class
Teacher: Liao Yuechang
Date: November 27th, 2008
Class: Class7, Grade2
Content: The Subjunctive Mood in Unit2, Book6
Type of class: Grammar class
I.Analysis of the content of this class:
虚拟语气是历年高考的选考考点。考点常集中在含蓄条件句以及宾语从句中的虚拟语气上。所设考查项常通过谓语动词的特殊形式来表示，而且都是结合具体语境来考查对考点的运用能力。今后高考对虚拟语气的命题重点仍会是在特定语境中考查虚拟语气中的含蓄虚拟条件句、宾语从句中的谓语动词等，且常见于语法填空。
II. Important and difficult teaching points:
1．虚拟语气中的时间法那么
2. 条件从句中的虚拟情况，高考中常将其与倒装连考；
3. 宾语从句中的虚拟情况，高考中常拿表坚持建议的动词来考用不用虚拟的情况；
4. 其他特殊句型中的虚拟情况。 word
- 2 - / 5
III. Teaching aims and demands:
1.能在具体的情境中使用虚拟语气；
2.能充分根据虚拟语气的时间法那么来确定虚拟语气谓语动词在过去，现在和将来时间段上的具体形式；
3.能熟练掌握虚拟语气在一些特殊句型中的特殊形式。
IV. Teaching aids:
