高二英语语法虚拟语气说课稿总结

高二英语语法虚拟语气说课稿

华容一中贺荣华

课题：虚拟语气M6——U3

一、内容分析：

语法教学一直是英语教学中的难点，难就难在尽管教师讲的头头是道，学生仍然是会学不会用。新课程标准新教材都主张采用“发现式”的语法教学，为学生独立学习留有空间和时间,让学生感受语言。通过观察、分析、比较、转换和归纳来发现语法规律，并在足够的语境支持下反复再现语法现象，从而实现从教材中来，到应用中去。

虚拟语气是高中阶段最重要最难得英语语法之一，是学生最难掌握的一部分，也是学考和高考试题的必考内容。所以让学生并运用虚拟语气是必要的。

二、教学对象：

本人授课对象为高二第一学期文科生，尽管他们对高中英语学习有一年半的时间，但是仍然有很多缺陷，而对于虚拟语气这一部分，同学们对它只是片面的了解。

三、教学目的与要求：

坚持以学生为本，现在把抽象的语法知识通过归纳总结和教材知识的再现来理解和掌握，再通过适当练习链接等方式复习虚拟语气的用法，以达到熟练运用的目的，找出它自身的特点。

四、教学重难点：

a.重点句型

Present:

If ----was/were/did---,----would/ could/might do

Past:

If---had been/done---,---would/could/ might have done---

Future:

If---was/were/ did/were to/should---,--- would/could/ might do

。

五、说教法：

1.情景导入：为了使枯燥的语法课变得生动有趣，所以在导入部分用了一句浅显易懂的句子导入新课，让学生知道什么是虚拟语气，然后通过复习的方式将阅读课中出现的虚拟语气句一一找出,对虚拟语气有进一步的了解。

2.分析对比法：结合相应练习，帮助学生进行逻辑推理，找出做题方法。

本节课通过“情景体验—探究交流—归纳点评—拓展延伸” 的模式。在教学过程中中，始终坚持教师为主导，学生为主体，突出学生在课堂上的主体作用，充分调动学生的积极性和主动性。在教学中让学生先做，根据学生暴露出来的问题有针对性的进行讲评和归纳，让学生了解并掌握解题方法及技巧，从而强化学生的解题技能，培养学生的实践能力。

在帮助学生梳理过虚拟语气用法之后，让他们在具体语境中运用，一方面可以帮助学生在操练中巩固虚拟语气的用法，另一方面也可以在运用中发现问题，便于学生的自主学习和提高。在过程中发现问题，教师应根据实际情况为学生查漏补缺。

六、教学步骤：

Step 1 Lead-in---情景体验

1. Translate the following sentences on the blackboard.

如果我是一只小鸟，我就能飞了。

2. Find out the unreal conditional sentences mentioned in the reading part.

a.

b.

[Explanation]

为了使枯燥的语法课变得生动有趣，所以在导入部分用了一句浅显易懂的句子导入新课，让学生知道什么是虚拟语气，然后通过复习的方式将阅读课中出现的虚拟语气句一一找出,对虚拟语气有进一步的了解。

Step 2 Presentation (PPT6-17)---探究交流

Unreal conditionals can be used in three different tenses:

1.To state a present condition or situation that is not real or is imaginary.

E.g. 1) I could reach the book if I were a bit taller.

2) If I had the chance, I might want to be a business consultant.

·the Pattern we use in unreal conditionals to state a present condition or situation.

If …were/did …, …would/could/might do …

Practice: 1) 假如我有更多的时间，我就学习汉语了。

译：

2) 要不是她这么忙，她就会出席今天下午的会议了。

译：

TIP: 1)Would, could and might are often interchangeable, but with some differences in meaning.

Would →

Could →

Might →

2) In written English or in formal situation, we usually use were in If-clauses in place of

was. However, in everyday conversation, was is often used.

2.To use unreal conditionals to refer to an imaginary past action.

· E.g. If the man had pointed with his first finger while he was in Brunei, everyone would have thought that he was very rude.

· We form unreal past conditionals like this:

If … had been/done…, … would/could/might have done …

· Practice: 1) 如果他抓紧时间，他本来能赶上那趟火车。

2) 如果你昨天告诉他，他也许会提些建议。

3. To use unreal future conditionals to talk about imaginary future situations.

· E.g. 1) If I had time tomorrow, I would certainly help you.

2) If I were to fail my Maths test, I would have to take it again at the end of the term.

3) If he should come tomorrow, I would talk to him about it.

· unreal future conditionals:

If … was/were/did/should/were to …, … would/should/might do.

· Practice: 1) 假如我要出国，我就会去中国。

2) 万一明天下雨，我们的运动会就推迟。

Step3.Conclusion---归纳点评

三种用法的总结：

4. We can also put should, were and had at the beginning of an unreal conditional sentence. In

this case, if is not needed any more.

E.g. 1) If you should make a mistake, you should not be embarrassed.

→, you should not be embarrassed.

2) If you had told me earlier, I would not have this problem now.

→, I would not have this problem now.

3) If you were to take the train, you would be there much sooner.

→, you would be there much sooner. [Explanation]

这一环节有四部分组成，前面三步是就虚拟语气在现在时、过去时和将来时的不同用法以及常用结构。为了便于学生理解和记忆，所以在讲完三种用法后用表格来个总结，使学生一目了然；其中还需学生注意was在非正式英语可以代替were; 当If从句中含有should/were/had时可以省略if, 然后将这三词可以提到句首，引起句子倒装。

Step 4. Practice能力提升

1. Do the exercises on Page 40 and 41.

[Explanation]

语境的实现以语篇为载体。在学习语法知识、巩固练习时, 要重视通过篇章语境, 使学生更好地理解，并提高语法的运用能力。这一环节的设计就是将虚拟语气与对话和阅读相结合，在具体的语境中讲语法，不至于死记硬背，死抠语法。

2. Fill in the blanks with the verbs given in the brackets in their proper forms.

1. You didn’t let me drive. If we ______ (drive) in turn, you ______ (not get) so tired.

2. __________ it ________ (not be) for your help, I couldn’t have made any progress.

3. ——Has Mr. Smith recovered now?

——Yes. Who ____________ (think) that such a serious illness could be cured?

4. ____________ it _____________ (rain) tomorrow, the match would be called off.

5. Most of the students felt rather disappointed at the English party. They said that it

___________ (organize) better.

6. Jean doesn’t want to work right away beca use she thinks that if __________ (get) a job, she

probably wouldn’t be able to see her friends very often.

7. Much labour would have been saved if electronic computer _____ (invent) before.

8. —Well done, Jack！

—Thanks. But given more time, I ___________ (do) it better.

3. Choose the right answer.

1. Everything if Albert hadn’t called the fire brigade.

A. will be destroyed

B. will have been destroyed

C. would be destroyed

D. would have been destroyed

2. The business is risky. But , we would be rich.

A. should we succeed

B. we should succeed

C. might we succeed

D. would we succeed

3. What would have happened, ________, as far as the river bank?

A. Bob had walked farther

B. if Bob should walk farther

C. had Bob walked farther

D. if Bob walked farther

[Explanation]

情景是语言对客观事物的反映, 它对语法教学起着重要的作用。语法句型的操练要有情景、有意义, 尽量减少枯燥乏味的机械训练。而这些练习的设计给学生创造互动、实践的机会，让他们在完成任务的同时学习并掌握语言形式和语法规则，很好地巩固了本节课所学的虚拟语气的规则。

Step.Discussion Group work---拓展延伸

The students work in groups, and discuss the following questions, using the unreal conditionals.

1. If the world were one big country with one government, how would everyone's life be

different?

2. If you could spend six months in a foreign country to improve your English, which

country would you choose and why? What kind of things would you do to improve your

在前面复习、总结归纳、操练的基础上，这一环节的设计是让学生在更开

放的环境下更真实的运用，教师可以在本环节根据学生的掌握情况灵活处理。比如，也可以让学生根据某一情节说一段话等。总之目的是让学生实际运用虚拟语气。

七、对新课程理念下的英语语法教学方法的展望：

教学有法，教无定法，贵在得法。随着新教学理念不断深入人心和新的教学方法的推广和运用。我们可以满怀希望地看到，广大英语教师在英语教学的探索、研究和实践中找到更加实用、更加有效的教学方法和途径。使学生在英语的学习和运用中不断提高学习兴趣和跨文化交际能力。把握良好的学习策略和学习方法，真正成为优秀的英语学习者和运用者。