if引导虚拟语气的教学设计
If引导非真实条件句（虚拟语气）语法教学设计
汉中市宁强县天津高级中学外语组：邱怡
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，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。
1.什么是虚拟语气即虚拟语气的概念；
2.掌握if引导虚拟语气的语法规则；
二、学情分析：
我所在的学校是一所山区高中，学生英语学习习惯差，语法知识混乱。很多学生学习英语困难，基础知识不扎实，在实际做题时常常无从下手，不能灵活运用。
三、教学目标：
1.知识与技能目标：掌握if引导虚拟语气语法的基本规则；能解决有关虚拟语气的习题。
2.过程与方法目标：教师讲解引导，举例并做练习
3.情感和价值目标：通过教师主动性和创造性的发挥，激发学生的学习兴趣，体验成就感。
四、教学重难点：
1.教学重点：了解和掌握if引导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：
教法讲授法：情景教学法，任务型教学法
六：教学手段：
多媒体辅助教学
七、教学过程：
stepl Leadi ng in
Show the following questions on the screen ，ask students to answer the
questio ns
will you do when you finish education
you had 100 milli on yua n, what would you do
Show a picture from a film which stude nts are familiar with, and list
senten ces used subj un ctive mood in the film.
（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 Prese nting
Suppose three con diti ons of prese nt, past and future senten ces.
First con diti on
1. If I were you, I would seize the cha nee to relax myself.
am too busy now. If I had time, I would go shopping with you.
Con cludi ng:
Second con diti on
he had studied harder at that time, he would have en tered a better uni versity.
2. If I had not told her the bad n ews, she could not have bee n sad. Con cludi ng:
you came tomorrow, we would have a meeti ng.
it were to snow /should snow tomorrow, we would take photos.
(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 Practice
If I _____ (know) his teleph one nu mber, I _______________________ (tell) you.
If he ______ (take) my advice, he _______________________ (not make) such a mistake.
If he _____________________________________ (come) here tomorrow, I _______________ (talk)
him.
(通过上面三个小题的练习，让学生掌握虚拟语气这项语法在高考解题中的灵活运用)
教学反思：
通过本节语法课的复习教学，改变传统语法教学，通过设置情景和任务让学生在学习语法规则的同时，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。吸引学生进行英语学习，提高学习兴趣。
高中英语语法虚拟语气教学设计
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。
高中虚拟语气教案
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.
if条件句中的虚拟语气讲解
虚拟语气(一) 一、考点聚焦 1、虚拟语气用于条件状语从句中 If I were a boy, I would join the army. If she had time, she should go with you. If h e had taken my advice, he would have succeeded in the competition. If i t were to rain tomorrow, the football match would be put off. If I had time, I would attend the meeting. If he had hurried ,he could have caught the train. If I were to go abroad ,I would go to America 如果我是你，我就会努力学习 If I were you, I would work harder at my lessons. 如果我知道他的电话号码，我就给他打电话了 If I had known his telephone number, I would have called him. 如果明天下雨的话，我们会取消比赛． If it should \were to rain, we would call off the match.
使用虚拟条件句要注意的几点： １．当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为：错综时间条件句“，动词的形式要根据它所表示的时间作出相应的调整． If you had followed my advice , you would be better now. 如果你听我的建议，你现在就会痊愈了． If you had studied hard before, you would be a college student now. 如果你努力学习的话，你现在就会是大学生了． If they had worked hard, they would be very tired now.(从句说的是过去，主句指的是现在) ２．省略句 在条件句中，可省略if，把were ,had, should 提到句首，变为倒装句式．If I were at school again, I would study harder. Were I at school again, I would study harder. If you had come earlier, you would have met him. Had you come earlier, you would have met him. If it should rain tomorrow, we would not go climbing. Should it rain tomorrow, we would not go climbing. Were I a boy, I would join the army. Had he taken my advice, he would have succeeded. Were it not for the expense, I would go to Britain. 2、虚拟语气用于名词性从句 （1）虚拟语气在宾语从句中的运用。 ①“wish + 宾语从句”表示不能实现的愿望，译为“要是……就好了”等。 表现在过去时 表过去过去完成时 表将来would, might, could＋动词原形 I wish it were spring all the year round. I wish I had known the answer. I wish I could fly like a bird. I wish (that) I were a bird. I wish (that) I had seen the film last night. I wish (that) I would\could go.
高中英语if引导虚拟语气的教学设计
If引导非真实条件句（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，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。 1.什么是虚拟语气即虚拟语气的概念； 2.掌握if引导虚拟语气的语法规则； 二、学情分析： 我所在的学校是一所山区高中，学生英语学习习惯差，语法知识混乱。很多学生学习英语困难，基础知识不扎实，在实际做题时常常无从下手，不能灵活运用。 三、教学目标： 1.知识与技能目标：掌握if引导虚拟语气语法的基本规则；能解决有关虚拟语气的习题。 2.过程与方法目标：教师讲解引导，举例并做练习 3.情感和价值目标：通过教师主动性和创造性的发挥，激发学生的学习兴趣，体验成就感。 四、教学重难点： 1.教学重点：了解和掌握if引导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： 教法讲授法:情景教学法，任务型教学法 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 ，ask students to answer the questions 1.What will you do when you finish education? 2.If you had 100 million yuan, what would you do? Show a picture from a film which students are familiar with, and list sentences used subjunctive mood in the film. （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 present, past and future sentences. First condition 1. If I were you, I would seize the chance to relax myself. 2.I am too busy now. If I had time, I would go shopping with you. Concluding:
人教版 初中英语九年级教案 之 unit4 + 虚拟语气
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)。
if引导虚拟语气的教学设计
If引导非真实条件句（虚拟语气）语法教学设计 汉中市宁强县天津高级中学外语组：邱怡 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，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。 1.什么是虚拟语气即虚拟语气的概念； 2.掌握if引导虚拟语气的语法规则； 二、学情分析： 我所在的学校是一所山区高中，学生英语学习习惯差，语法知识混乱。很多学生学习英语困难，基础知识不扎实，在实际做题时常常无从下手，不能灵活运用。 三、教学目标： 1.知识与技能目标：掌握if引导虚拟语气语法的基本规则；能解决有关虚拟语气的习题。 2.过程与方法目标：教师讲解引导，举例并做练习 3.情感和价值目标：通过教师主动性和创造性的发挥，激发学生的学习兴趣，体验成就感。 四、教学重难点： 1.教学重点：了解和掌握if引导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： 教法讲授法：情景教学法，任务型教学法 六：教学手段： 多媒体辅助教学 七、教学过程： stepl Leadi ng in Show the following questions on the screen ，ask students to answer the questio ns will you do when you finish education you had 100 milli on yua n, what would you do Show a picture from a film which stude nts are familiar with, and list senten ces used subj un ctive mood in the film. （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 Prese nting Suppose three con diti ons of prese nt, past and future senten ces. First con diti on 1. If I were you, I would seize the cha nee to relax myself. am too busy now. If I had time, I would go shopping with you. Con cludi ng:
高考if条件句虚拟语气
高考虚拟语气试题 1. ____ to the doctor right away, he might have been alive. A. If he went B. Were he gone C. Should he have gone D. Had he gone 2. If you were older, I ____ you to go there yesterday. A. will allow B. should allow C. would have allowed D. had allowed 3. If we ____ here ten minutes earlier, we ___ the bus. A. arrived/would catch B. arrived/would have caught C. had arrived/had caught D. had arrived/would have caught 4. If I ___ more time, I would have gone with him. A. had B. had had C. have had D. would have 5. If he had not gone out in the storm _____. A. he will be alive now B. he would be alive now C. he would have been alive now 6. If it ___ tomorrow, what would we do? A. rains B. were to rain C. would rain D. rain 7. If only I _____ how to operate an electronic computer as you do. A. had known B. would know C. should k now D. knew 8. If it ___ rain, we ___ get wet. A. is to, should B. were to, would C. were going to, would D. was going to, should 9. If he ___ to the teacher attentively, he ___ the answer to the problem now. A. had lis tened, would have known B. listened, would know C. listened, would have known D. had listened, would know 10. ---- I thought you would come back tomorrow. ---- I would if I ___ to attend a meeting. A. don’t have B. didn’t have C. will not have D. would not have 11. If I had hurried, I ___ the train. A. would catch B. could catch C. would have caught D. had caught 12. If I had known that, I ___ so. A. wouldn’t do B. wouldn’t have done C. won’t do D. have not done 13. If I ___ you, I wouldn’t return the call. A. be B. am C. was D. we re 14. If the doctor had been available, the child ___. 教育是一项良心工程 1
虚拟语气教案 (2)
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----课堂教学设计 设计思想 本节课设计是以学生为出发点
虚拟语气----课堂教学设计 一． 二．设计思想： 本节课设计是以学生为出发点，采用任务型教学的方法，对学生进行知识与能力的培养。任务型教学认为课堂教学要有真实的生活特征，本单元语法“虚拟语气”适合于创设各种情境，从而能够激发学生的兴趣和引起其主动参与语言实践活动的欲望。因此在本节课中以虚拟语气的含义和构成为主线，创设不同的情境，在不同语境中使学生通过交流合作达到对虚拟语气的掌握。 二．教学分析： 1）教材分析： 本单元虚拟语气分为三部分分别是在wish后面的宾语从句;if 引导的非真实条件句以及as if 引导的从句中的应用。我选取了前两部分作为本节课的教学内容，因为这两部分更容易创设贴近学生的生活情景，从而不至于使刚刚接触虚拟语气的学生因为其枯燥而不喜欢学。 2）媒体分析： 在本节课中，媒体起辅助教学的作用，贯穿整个教学活动，增加直观性，加大课堂密度，提高教学效果。 三．教学目标 知识目标：学生能够理解虚拟语气在wish后的宾语从句和if引导的非真实条件句中所表达的含义即说话人所说的话不是事实，而只是一种 愿望，假设. 能力目标：学生能够在写作当中运用虚拟语气解决实际问题。 四.教学重点和难点。 1．学习并操练虚拟语气在wish 后的宾语从句和if引导的非真实条件句中的应用。 2. 在写作中运用虚拟语气解决实际问题。 五．板书设计： 1．总体思路 在本节语法课的教学设计中采用了多媒体等教学辅助手段。在学生感知 虚拟语气的过程中，教师通过设计展示个人愿望，采访，做游戏，写信
等各项活动，不断提供各种运用虚拟语气的情境，使学生通过亲身体验 和相互合作，在真实的交流合作活动中感受如何运用虚拟语气，提高语 言运用能力。 2．教学过程 Step1.任务导入（lead in） 以简单的童话故事导入，不仅能调动学生兴趣，也能使课堂充满轻松和愉悦的气氛。 Step2任务呈现与练习（presentation and practice） [设计说明] 以阿拉丁童话故事为情境，同时附以小动画神灯精灵调节气氛，使学生在轻松愉快的气氛中运用I wish I would/could…来表达愿望，在具体运用中体会虚拟语气的含义及构成。 Step3.任务导入（lead in） [设计说明] 以学生熟悉的话题“彩票”作为导入，容易调动学生说的欲望。 Step6. Homework Think about your trouble. Then write a letter to ask sb.’s help. Bring it to school tomorrow, and see if anybody can help you.
if条件状语从句中虚拟语气
if条件状语从句中的虚拟语气 一、if条件状语从句中虚拟语气的判断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。 1. “后退一步法”后退一步法是指在准确地判断了该句与哪一事实相反后，按虚拟语气的后退一步法处理从句谓语动词的时态。即：在非真实条件状语从句中，谓语动词按正常情况“后退一步”。也就是： ①与过去事实相反，在从句中用过去完成时形式表示。 ②与现在事实相反，在从句中用过去一般时形式表示。 ③与将来事实可能相反，在从句中用过去将来时形式表示。主句中则用情态动词would, should, could 等加一个与从句一致的动词形式。 例：⑴、If I had come her yesterday, I would have seen him. ⑵、If I were a teacher, I would be strict with my students. ⑶、If it should snow tomorrow, they couldn't go out. 2、注意事项： ①if条件句中如有were, should, had，可以省去if，并使用倒装语序。 ②在现代英语中if条件状与从句中的谓语动词如果是be其过去形式一般用were。 二、虚拟语气在if 引导的条件句中的用法： 1. If it weren’t for your help, we would get into trouble. 如果没有你们的帮助，我们就会陷入困境。（而事实上得到了你们的帮助） 2.If the weather were fine, I would go there. 如果天气好，我去那儿。（事实天气不好） 3.If I were you, I would read it again. 如果我是你的话，我再读一遍。（事实上我不是你） 4.If time permitted, I would write it again. 如果时间允许的话，我再写一遍。（事实上时间不允许） 5.If it weren’t snowing, we wouldn’t stay in the house. 要是现在不下雪的话，我们就不会待在屋里。（事实上现在下雪） 6.What would I do if I were in your place?要是我处于你地位我会怎么办？（事实上我不在你的位置上） 7.If he hurried, he could catch the first bus. 他要是快点能够赶上头班公共汽车。（可是他不着急） 8. If I were you, I should buy it. (从句用过去式动词were，主句用动词原形buy) 9. If I had time, I would study French. (如果有时间，我会学习法文。)（从句用过去式动词had，主句用动词原形study） 10. If she knew English, she would not ask me for help. (如果她懂英文，她就不必要我帮了。)(从句用过去式动词knew, 主句用动词原形ask) 注意：如果动作在进行中，主句要用："主语+ would be + 进行式动词+ ……" 14. If they were here, he would be speaking to them now. (从句用过去式动词were, 主句用would be speaking)
【高中英语】《英语语法—虚拟语气》优质课教案
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
虚拟语气 教案
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。）
unit2_虚拟语气教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
高中英语选修6 Unit2 Grammar Subjunctive Mood 教学设 计
Teaching Procedures Step1 Lead--in 1.Introduce the usage if-clause to the students and review the three situations to the stu dents: 1)opposite to the present fact 2) opposite to the past fact 3)opposite to the futu re fact 2.Introduce the three examples to the students 1)If I God should give me another chance, I would say three words to the girl “I l ove you”. 2)If Jack hadn’t been on board Titanic, Jack would not have met Rose. 3)If I were to live till 2154, I would be one of them and live in the Pandora. Step2 The introduction of the subjunctive mood used in if-clause 1.Ask students to fill in the blanks and find out which tense should we use in different situations 2.introduction of the mixed conditionals 1)show the Ss two pictures and according to the picture ask them to make two sentence s a.If he hadn’t slept during the English class, he would know how to spell the new words now.
(完整版)if引导的条件句中的虚拟语气
if引导的条件句中的虚拟语气 虚拟语气表示一种不能实现的假设。该语法主要用于if条件状语从句。 一、if引导的条件状语从句的分类及虚拟条件句的判断 1、可以把条件句分为两类： 1).真实条件句（Sentences of Real Condition）：凡是假设的情况发生性可能很大，就是真实条件句。例如： ⑴、If I have time , I will help you with this work.如果我有时间会帮助你做此工作的。 (2)、If time permits, we'll go fishing together.(如果有时间的话，我们就一起去钓鱼。） 2).虚拟条件句（Sentences of Unreal Condition）：当假设是不大可能实现时，就是虚拟条件句。例如： ⑴、If I were you , I would have attended the meeting. 如果我是你的话，就去参加会议了。 ⑵、If he had come here yesterday, he would have seen his ol d friend.假如他昨天来这儿的话，就会看见他的老朋友。 ⑴、If it had rained yesterday, we would have stayed at home.（如果昨天下雨的话，我们就会留在家里。） 2、.if条件状语从句中虚拟语气的判断 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相反。通常有三种情况：①与过去事实相反。②与现在事实相反。③与将来事实可能相反。 3、“后退一步法” 后退一步法是指在准确地判断了该句与哪一事实相反后，按虚拟语气的后退一步法处理从句谓语动词的时态。即：在非真实条件状语从句中，谓语动词按正常情况“后退一步”。也就是： ①与过去事实相反，在从句中用过去完成时形式表示。 ②与现在事实相反，在从句中用过去一般时形式表示。 ③与将来事实可能相反，在从句中用过去将来时形式表示。 主句中则用情态动词would, should, could 等加一个与从句一致的动词形式。例： ⑴、If I had come her yesterday, I would have seen him. ⑵、If I were a teacher, I would be strict with my students. ⑶、If it should snow tomorrow, they couldn't go out. 4、注意事项 ①if条件句中如有were, should, had，可以省去if，并使用倒装语序。 ②在现代英语中if条件状与从句中的谓语动词如果是be其过去形式一般用were。
虚拟语气教学设计
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。