虚拟语气的教学设计
Teaching Design of the Subjunctive Mood
[Teaching aims]
1. Let the students grasp the subjunctive mood and the rules of it.
2. Enable the students to finish the exercises correctly after leaning it. [Emotional aims]
1.Arouse the student s’interest in learning this grammar.
2.Make them realize the importance of learning the subjunctive mood. [Teaching key points & important points]
1. Get the students to learn to use the subjunctive and its rules.
2. How to let the students finish all kinds of exercises correctly after it. [Teaching methods] Task-based teaching, individual and cooperative learning and practice.
[Teaching aids] A multiple-media computer
[Teaching procedures]
Step I Leading-in
Let the students appreciate several sentences about the subjunctive mood in Chinese.
1. 如果我有一千万，我就能买一栋房子
我有一千万吗？
没有。
所以我仍然没有房子。
2. 如果我有翅膀，我就能飞。
我有翅膀吗？
没有。
所以我也没办法飞。
3.如果把整个太平洋的水倒出，
也浇不息我对你爱情的火
整个太平洋的水全部倒得出吗？
不行。
所以我并不爱你。
Step II The definition and rules of the subjunctive mood.
语气是表示说话者对动词所表示的动作或状态的态度，是一种动词形式。英语中的语气有三种：
1 陈述语气（the Indicative Mood）用来陈述一个事实，或提出一个想法，有肯定、否定、疑问或感叹等形式。
He was famous for his theory.
2 祈使语气（the Imperative Mood）用来表示请求、邀请、命令、警告或劝告等。
Don’t be worry.
3 虚拟语气（the Subjunctive Mood）
虚拟语气表示说话人的愿望、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。下面分别介绍虚拟语气在各种句式中的用法。
一. 虚拟语气在条件从句中
1、在条件从句中(叫虚拟条件句)，表示与事实相反的条件。分三种情况(以do 为例)：
时间If从句主句
现在were/did wound/should/might/could do
将来were/did
should do wound/should/might/could do
were to do
过去had done wound/should/might/could have done
1、与现在事实相反从句用一般过去时主句用过去将来时。
2、与过去事实相反从句用过去完成时主句用过去将来完成时。
3、与将来事实相反从句用过去时或将来时主句用过去将来时。
eg.If I were you, I would go at once.
eg.If I had met him yesterday,I would have told him about it.
eg.I don’t think that I shall fail. But if I should fail, I would try again.
1. I didn’t see your sister at the meeting. If she ___, she would have m et my brother.
A. has come
B. did come
C. came
D. had come
2.--If he__, he__ that food.
--Luckily, he was sent to the hospital immediately.( NMET 93)
A. was warned, would not take
B. had been warned, would not have taken
C. would be warned, had not taken
D. would have been warned, had not taken
3.If I _____ in the twenty-second century, I _____ my vacation in a very different way.
A. should live; would spend
B. will live; should spend
C. are living;should have spent
D. will be living; would have spent
4. You didn’t let me drive . If we ____ in turn , you _____ so tired .
A. drove ; didn’t get
B. drove; wouldn’t get
C. were driving ; wouldn’t get
D. had driven ; wouldn’t have got II: 二.省略if 的条件从句
当从句中有were, had 或should 时，可省略if ，而把它们放在句首。
If I were to meet him tomorrow, I should ask him about it.
Were I to meet him tomorrow,…
If he should fail in the experiment this time, he would try again.
Should he fail in the experiment…
If I had had time, I would have run round that lake again.
Had I had time, I would have run round that lake again..
1. ___ she a man, she might be elected president.
A. If were
B. Were
C. Be
D. Is
2. __I had time, I would have gone over to see her.
A. Did
B. Were
C. Had
D. If
3. ---The taxi only took ten minutes to get to the hospital.
--- __ you were coming today, I’d have met you at the railway station.
A. Have I known
B. I have known
C. Had I known
D. I had known
III.介词without 引导的短语代替if 引导的条件从句.有时if引导的虚拟条件从句，可用介词without 引导的短语来代替
1. If there were no water, fish could not live.
Without water, fish could not live.
2. If you had not helped me, I would have failed.
Without your help,I would have failed.
3. If the Party didn’t lead us, we could not realize ..
Without the Party’s leadership, we could not realize ...
IV.错综时间的条件句
1.假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，叫做错综条件虚拟语气。主句和从句的谓语动词要依照假设的时间而定.
1.If they had studied hard, they could do it easily now.
如果他们以前努力学习的话，现在干的就会容易些。
2.If he had not taken my advice, he wouldn't do it much better like thi 如果他不听取我的建议，他就不会干得这样好。
If the United States had built more homes for poor people in 1955, the h ousing problems now in some parts of this country______ so serious.
A. wouldn’t be
B. will not have been
C. wouldn’t have been
D. would have not been
二．虚拟语气在宾语从句中
1、记住：这些动词后面接的宾语从句：表示坚持(insist) 命令(order, comma nd)建议(suggest, advise, propose) ，要求(demand, request, require, desire), 等。
2、宾语从句中的动词用should + do 构成, should 可以省略。
3、wish接宾语从句有三种情况：
1) 现在：用过去式
2) 过去：用过去完成式(had done)
3) 将来：用情态动词(would / could) + do
[例句] 1. 我希望她能站在我一边。I wish she would be on my side.
2.我但愿自己能年轻三十岁。I wish I were 30 years younger.
3.我希望你能找到一个好职业。I wish (that) you would get a good job.
4.他想要是他没这样做该多好。He wished he hadn't done it.
5.他要求学生每周都要自己洗衣服。
He ordered that the students(should) wash the clothes every week by them selves.
记住：suggest/insist 各有两种意思,要用不同的语气
（1）当suggest 当“建议”讲时，其后的宾语从句（should）+ do 这种形式，否则用正常的动词形式, 这时suggest 的意思是“暗示”；
1）The teacher suggested that we (should) clean the blackboard after class.
2)The look on his face suggested that he was happy.
（2）insist: 译作“坚持要求”，从句用虚拟should +V；当“坚持认为，坚持说”则不虚拟，该用什么时态用什么时态。
?He insisted that all of us should be there on time by any means.
?He insisted that he was right
4. 在would rather(宁愿) 引导的宾语从句中
would rather that 现在：过去时
过去：过去完成
未来过去时
I would rather you paid me now.
I would rather you had gone, too.
Don’t come. I would rather you came tomorrow.
在句型“It is important (necessary, strange, natural,surprising ) that ....
”中，that 后面的从句中的谓语动词用：should + 动词原形,表示惊奇、不相信、理应如此等。
1.It’s necessary that we should have a walk now.
我们有必要出去散散步。
2.It’s natural that she should do so.
她这样做是很自然的。
3.It’s important that we should take good care of the patient.
重要的是我们要照顾好病人。
注意：有些过去分词可以当形容词使用，在主语从句中要用虚拟语气，It is advised/commanded/demanded/ordered/ required/ suggested that we/yo u/ he/she (should) +动词原形
It was required that each student should bring enough food on the trip.
1. It is strange that she ____ marry such an ugly man.
A. would
B. should
C. will
D. shall
2. It’s a great pity that you ____so.
A.think
B. thought
C. will think
D. is thought
三．虚拟语气在表语从句中
主句的主语常是表示说话人愿望(wish / desire)、建议(suggestion / advic e) 要求(requirement / demand)、命令(order, command)等的名词，表语从句的谓语动词用(should) + do.
Our suggestion is that you (should) be there on time.
四．虚拟语气在同位语从句中
同位语从句的先行词常是表示说话人愿望、建议、要求、命令等的名词。
?The suggestion that students (should) learn something practical is worth considering.
?Do you know the order that you (should) be on time.
五．虚拟语气在as if 从句中
在as if 从句中，常用虚拟形式，即表示与现在事实相反，用过去式；与过去事实相反用过去完成式(had done).
1、as if 连接表语从句
She looked as if she were made of ice.
He looked as if he hadn’t slept for two days.
2、as if 连接让步状语从句
She looked after the boy as if he were her own son.
He speaks to us as if he had been there.
六．虚拟语气的几个特例
1. if only 意为：若是...那该多好啊; 真希望...; 只要, 只要...就好
表示现在的情况,应用过去式; 如果是过去的情况,应用过去完成时态If only I had arrived in time!
If only she didn’t drive so fast.
要是我们的父母能和我们住在一起就好了。
要是我没错过火车就好了！
If only our parents could live with us!
If only I hadn’t missed the train!
2. It’s (high) time that…
that 从句要用虚拟语气：谓语用过去时或should + do
It’s time that you left here.
你该走了。It’s high time that you went.
It’s high time that you should go.
3. 一些短语, 如:but for(要不是), without, otherwise(否则), in that case (如果是那样的话), 表示含蓄的条件,这时主句要用虚拟语气Without/But for your help, we would not make such rapid progress. Without electricity, human life ____ quite different.
A. is
B. will be
C. would have been
D. would be
4. 有时虚拟语气是通过上下文的语义表示出来的：
He would have given you more help, but he was very busy.
he had not been so busy…)
He was seriously ill, otherwise he would have come to our meeting.
(otherwise = If he had not been seriously ill)
七．高考题
1. Alan ___ the party if he had gone to London.
A. would have missed
B. had missed
C. would miss
D. missed
2. If I had known you were coming, I ___ you at the airport.
A. had met
B. met
C. would meet
D. would have met
3. If only I ___ to my parents! (But I didn’t.)
A. listened
B. had listened
C. should listen
D. would listen
4. Tom suggested that Ann ___ the house.
A. sell
B. sold
C. shall sell
D. would sell
5. I wish this bus ___ to the university.
A. go
B. went
C. has gone
D. had gone
6. Simon looks as though he never ___ a square meal(吃得饱), though his parents feed him very well.
A. get
B. getting
C. got
D. should get
7. He is talking so much about America as if he ___ there.
A. had been
B. were
C. was
D. been
8. I ___ you some money, but I hadn’t got any then.
A. would lend
B. would have lent
C. could lend
D. may have lent
9. –Have you ever been to Beijing?
-- No, but I wish I ___.
A. have
B. will
C. do
D. had
10. I don’t think it is high time that you __.
A. will go
B. went
C. go
D. must go VII: Homework
1.Get more information of the subjuctive mood
2.Prepare for the next class.
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.
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:
高中英语语法课教案.doc
高中英语语法“虚拟语气”的教学设计 一、教材分析： 本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，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： 在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，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.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。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: 1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用 四、教学难点: 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标: 1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 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。 六、教学策略:
中考英语 宾语从句 公开课教案
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
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)。
【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
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： 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:
高中英语虚拟语气教案
虚拟语气 注意： (1)若条件句中有were，had，should，可把if 省略，而把were，had，should 放在主语前，形成倒装结构，这种结构主要用于书面语中。 Had you taken my advice，you wouldn't have failed in the examination.如果你听了我的建议，你就不会考试不及格了。 (2)有时主句和虚拟条件从句的动作发生的时间不一致，此时，主句和从句的谓语动词要根据各自所指的不同时间选择适当的动词形式。 If you had worked hard，you would be very tired now. 如果你真的努力工作了，你现在就会感到很累的。(从句指过去，主句指现在) (3)有时虚拟条件并不通过条件从句表达出来，而是通过词、短语或上下文暗示，此时句子的时态要依具体情况而定。 Without electricity(＝If there were no electricity)，life would be quite different today. 如果没有电，今天的生活就会完全不同。 But for your help，it would have caused a serious loss. 要不是你的帮助，那将会导致巨大的损失。 I was busy that day.Otherwise I would have gone there with them.(If I hadn't been 我那天很忙，否则，我就和他们I would have gone there with them.)，busy that day 一起去那儿了。 1.(2010·湖南卷)If he________my advice，he wouldn't have lost his job. A．followed B．should follow D．would follow C．had followed 解析：句意为：如果他(当时)接受我的建议，就不会丢掉他的工作了。本题考查虚拟语气。因为if条件句表示与过去事实相反，故采用过去完成时。 答案： C
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。
2013年高考英语二轮复习 精品资料专题08 情态动词和虚拟语气教学案(教师版)
2013高考英语二轮复习精品资料专题08 情态动词和虚拟语气教学 案（教师版） 【2013高考考纲解读】 情态动词主要用来表示说话人的情感、态度等，是中学英语语法的重点，也是高考的 热点，是单项填空必考的一个知识点。情态动词在高考中主要考查四点：情态动词表示推 测和可能性的用法；情态动词与虚拟语气；情态动词表达“情感、态度、语气等”，情态 动词表示“必要性”等方面的用法。 【重点知识整合】 一、情态动词 1．shall (1)表示命令、许诺、警告、强制、威胁、决心等，一般用于第二、三人称中，并用于陈述句。 You shall have my answer tomorrow.（允诺） 你明天就会得到我的答复。 He shall be sorry for it one day,I tell you.（警告） 我告诉你，他总有一天会后悔的。 You shall do as I tell you.（命令或吩咐） 你应该按照我告诉你的去做。 (2)shall用于第三人称，表示“应，必须”。 Those belonging to our club shall wear uniforms. 我们俱乐部的成员应该穿统一制服。 (3)用于征求对方的意见和指示，用在第一、三人称的疑问句中。 Shall I turn on the light?我能打开灯吗？ Shall he come to see you? =Do you want him to see you? 你愿意他来看你吗？ 【例】--What does the sign over there read? --No person____smoke or carry a lighted cigarette, cigar or pipe in this area. A. will B.may C.shall D.must 【答案】C
高二虚拟语气优质教案
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。
高中英语虚拟语气教案
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。）
初中英语《虚拟语气》教案 优秀教案
《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
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。）
虚拟语气的教学设计
虚拟语气课堂设计 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，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》的具体要求和今年考纲要求，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.虚拟语气的语法规则； 3.虚拟语气在if非真实条件句中的应用； 4.条件句中虚拟语气的倒装; 5.名词性从句中虚拟语气的用法; 6.几种特殊结构中虚拟语气的用法,如：if only, wish，as if/though，would r ather等等。 根据此具体要求结合我班学生实际情况，我们是一所西安市省级标准化高中学校，学生的英语基础差，语法知识混乱，即便是高三学生了，大部分学生对于虚拟语气的理解和使用还是茫然的，有些即便能够理解虚拟语气的概念和含义,但在实际的做题和理解识别时,却常常张冠李戴,不能准确运用,精确理解句意，所以说到虚拟语气学生是不知所措，更谈不上兴趣了。因此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。 教学目标： 1.知识目标：掌握虚拟语气语法的基本规则。
2.能力目标：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。 3.情感目标：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。 教学重点：了解和掌握虚拟语气语法项目的基本规则 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。为了突出重点,突破难点,完成教学目标,选择行之有效的教学方法是非常关键的。根据课程标准的要求和本节课的特点,我主要采用合作探究、归纳总结、对比演绎和训练巩固法。倡导自主、合作、探究的学习方式，关注学生的个体差异和不同的学习需求，爱护学生的好奇心、求知欲。这样既充分调动学生学习的积极性，又培养学生的观察、分析和思维能力和创新意识。在教学过程中我注意渗透学生的学法指导，让学生对知识进行对比分析，求异存同，在语境中学会脱繁为简，以及排除法和选择法相结合。同时运用上多媒体和板书相结合的教学手段。 为了完成本节的教学目标，我是这样安排教学程序的： tep1．Leading in（导入） 让学生听读一篇散文，理解文章的主题，并找出划线句子中的语法现象。通过导入，既让学生能够在欣赏英语文章的同时，了解了语言知识内容，并通过自己的分析理解推断，总结出规则。通过此环节的导入，能够让学生回忆此前所学习的语法内容和语言知识，激活已有的知识信息，引起学生的学习兴趣，为本课的学习奠定了良好的基础。
虚拟语气教案
Unreal conditional I. Leading-in: Happy to see you! I am happy that the end of the world didn’t happen. If the end of world had happened, I would not see you today. (write down the sentence on the blackboard.) If the end of world had happened, I would not see you today. And the following the sentences If you were at home now, you would help your parents. If you had been in Korea with me last year, you would have attended a wedding ceremony. Ask students the following questions: Was it possible for ‘you’ to be at home now? (No, it isn’t.) Was it possible for ‘you’ to be in Korea last year? So these things are unreal. When we talk about some condition or situation that is not real or just imaginary, we use special verb forms. These are called unreal conditionals. II. Presentation: Today, we’ll learn unreal conditionals. Turn to Page 40. I) Have students read the first three points on page 40. While reading, students should find out in what cases the unreal conditionals are used. Have them pay attention to the tenses used in the examples under the three points. 1.We use unreal conditionals to state an imaginary present condition. You probably wouldn’t get much sleep if you lived near where a wedding reception was being held. I could reach the book if I were a bit taller. If I had the chance, I might want to be a business consultant. 2. We also use unreal conditionals to refer to an imaginary past action. If you had joined the chat room ten minutes ago, you would have known what we were talking about! If the man had pointed with his first finger when he was in Brunei, everyone would have thought that he was very rude. 3. We use unreal future conditionals to talk about an imaginary future situation. If I had time tomorrow, I would certainly help you. (Read each one, and answer the above question again and again.) Have students recite the structures and then write them down on one piece of paper. Tips: (have students pay attention to the three words would/could/might) Would, could and might are often interchangeable, but with some difference in meaning. would →intention; plan could →ability; possibility might →possibility Do some exercises: If he _____ my advice, he wouldn’t have lost his job.