Subjunctive mood 教学实录
英语虚拟语气和假设语气The subjunctive mood教案(公开课)-学习文档
虚拟语气和假设语气The subjunctive moodⅠ. Teaching objectives:1. Knowledge aims:1) all students understand and master different structures of if-clause insubjunctive mood.2) all students acquire the rules of the subjunctive mood.3) most students can express their ideas by using this structure.2. Ability aims:1) learn to express.2) learn to cooperative and communicate.3. Emotional aims:1) strengthen students’ confidence in English grammar learning.2) realize the importance of expressing freely.Ⅱ.Teaching important points:1. Students have a good knowledge of the basic rules of if-clause in subjunctivemood.2. Students can make up sentences by using subjunctive mood.Ⅲ. Teaching difficult points:1. Students can tell the difference between the real and the unreal condition.2. Students are willing to express their ideas freely.Ⅳ. Teaching measures:1. Situation-based teaching method.2. Communicative teaching method.3. Task-based teaching method.Ⅴ. Teaching aids:puter2.Multi-mediaⅥ. Teaching procedures:Step 1 Lead-inShow the students a picture of my son and share a story with them.One day, I stood my son in the corner for 15 minutes as a punishment.Because he bit a kid when playing outside. He argued, “If I hadn’t bitten him, he would have taken my toy away.” Unwilling to receive the punishment, he cried:”I love you so much, but you don’t love me any longer. I wish you were not mymum! If you were not my mum, I wouldn’t be punished.” What he said really made my heartbroken. In order to make him take the matter seriously, I suggested he should be alone and calm himself down. 15 minutes later, he realized he had done something wrong and said,”I shouldn’t have bitten my friend. but what could I do?” I wanted to reason him into sensible action, can you give him some suggestions?If I were you, I ……let the students pay attention to what these sentences have in common.Step 2 Discovery1. Compare the two sentences and find the difference between a fact and a wish.1). If I am tired, I will take some rest. (a fact)2). If I were you, I would share my toy with my friend. (a wish)2. Translate the sentences and discover the basic rule of if-clause.1) 如果不是受伤太严重的话，李娜是不会退役的。
届高三英语复习课 The Subjunctive Mood(虚拟语气) 教学设计
The Subjunctive Mood（虚拟语气）教学设计Teaching important points:Make the students learn the basic structures of the subjunctive moodand understand some important grammar tips .Teaching difficult points:How to make the students use the subjunctive mood correctly .Teaching methods:Self-learning and cooperating, practicing, discussing,guiding and conductive method.Teaching procedures:Step 1: 5minutes for readingStep 2: Something about the students’ homeworkMake the students have a discussion in groups and try to solve the problem in the students’ homework.Step 3: Self-study checkCheck the result of the students’ self-study by doing some exercises about the subjunctive mood.Step 4: Group workMake the students have a discussion in groups and try to work out the basic structures of the subjunctive mood with the guidance given by the teacher.Let the students show their work to the whole class and the teacher should give some comment on the work.Teacher makes some corrections or supplements if necessary.Step 5: A summary of the basic structures of the subjunctive moodStep 6: Practice1. Lead in by listening to a song: If I were a boy.2. Appreciate the text of the song, pay attention to the subjunctive mood used in the song.3. Make the students do an oral practice using the subjunctive mood.Give the following words as a help:What would you do if you were a different sex just for a day?If I were a boy/ girl, I would .Step 7: A testTest whether they have grasped how to use the subjunctive mood by finishing some exercises.。
The Subjunctive Mood教案设计
The Subjunctive Mood(虚拟语气)教案设计一.Teaching aims1.Master the basic structures and types of subjunctive mood.2.Learn to use the subjunctive mood to make sentences.3.Cultivate the students’ abilities of analyzing and solving the problems.二.Teaching important pointLet the students understand some basic structures and types of subjunctive mood and learn how to use them.三.Teaching difficult pointConclude some special usages of subjunctive mood, especially in the objective clause and adverbial clause.四.Teaching aidsMultimedia, blackboard, chalks五.Teaching methodsDiscussing, cooperating, concluding, practicing六.Teaching proceduresStep I Self-directed study（利用几个特殊的句子作为例子供学生们阅读，领会其中的含义，回顾虚拟语气的用法）Read the following sentences and translate them into Chinese.1. If I were a bee, I would work much harder.2. I wish I were a bird.3. He suggested that we should go home earlier.4. It’s high time that we should study hard.5. If only I were a millionaire.6. He treats the little girl as if she were his own daughter.7. But for your help, we couldn’t have succeed.8. I was ill that day. Otherwise, I would have taken part in the sports meeting.Step II Cooperative study（小组探讨分析虚拟语气在状语从句，宾语从句中的用法，分组总结归纳if引导的非真实条件句主句和从句谓语动词的使用，wish后宾语从句谓语动词的形式，含有otherwise，but for, without 等词的条件句中主句谓语动词的形式，suggest，demand, insist, order等表建议、要求、坚持、命令等动词后宾语从句中谓语动词的使用，It’s high time that 后从句谓语动词的形式）Have a discussion of the sentences above, then conclude the basic structures and types of subjunctive mood.1.The adverbial clauses introduced by ‘if, if only, as if’2.The objective clauses used after ‘wish, suggest, insist…’3.Some other types with the words ‘otherwise, but for, without’4.It’s high time that…Step III Feedback（各小组展示讨论的结果，检测学生们对虚拟语气这一知识点的概括归纳能力）3. Some other types with the words ‘otherwise, but for, without’4. The objective clauses used after ‘suggest, insist…’S +suggest/ advise/propose/recommend/ insist/advocate/urge/order/command/demand require/request/ask…+(that)+S.+ +…5.It is high time that +S+ +V+…It is high time that +S+ +…Step IV Explaining the key points（教师对学生们在展示过程中出现的问题进行点评，强调几个虚拟语气常考的难点知识，便于学生们掌握重点，突破难点）1.Different usages of ‘if’ in the adverbial clause(1)The football match will be put off if it______(rain).(2)I would study harder if I (be) you.2.The inversion in subjunctive moodIn the subjunctive mood, if we want to omit ‘if’, we’ll have to put the words ‘were, had, should’ ahead the subject.----If I were Obama’s daughter, I would be happy.---- I Obama’s daughter, I would be happy.3.Special usages of subjunctive mood introduced by ‘if’If they had studied hard, they （do）it easily now.4.The usages of ‘suggest, insist’ in subjunctive moodIn the subjunctive mood, ‘suggest’ means advise, and ‘insist’ means demand.My teacher insisted that the homework (be) easy and insisted that we (finish) it on time.5. Other adverbial clauses with ‘otherwise, but for, without, or, but…’Without your help, we (succeed).Step V Consolidation and practice（要求学生对所学知识进行总结归纳，同时将前两年在高考真题中考察虚拟语气的题目再现学生，通过真题演练检测学生们的课堂学习效果，以组为单位进行探讨分析）Make a conclusion of the main contents and finish the exercises to consolidate the ability of application.①（2014,湖南,22）If Mr. Dewey _____ present, he would have offered any possibleassistance to the people there.A. wereB. had beenC. should beD. was②(2014,浙江,16)They were abroad during the months when we were carrying outthe investigation, or they _____ to our help．A．would have come B．could comeC．have come D．had come③(2014，福建,32) no modern telecommunications, we would have to wait forweeks to get news from around the world.A. Were thereB. Had there beenC .If there are D. If there have been④(2014，天津,15)________ the morning train, he would not have been late for themeeting.A. Did he catchB. should be catchC. has he caughtD. Had he caught⑤(2013,天津,14)If he had spent more time practicing speaking English before, heable to speak it much better now.A.will beB. would beC. has beenD. would have been⑥(2013，北京,34)If we a table earlier, we couldn’t be standing here in aqueue.A. have bookedB. bookedC. bookD. had booked⑦(2013，江苏,30)I should not have laughed if I you were serious.A. thoughtB. would thinkC. had thoughtD. have thought⑧(2013,陕西,12)My mom suggests that we eat out for a change thisweekend.A. shouldB. mightC. couldD. would⑨(2013,浙江,8) Ey e doctors recommend that a child’s first eye exam ______ at theage of six months old.A. wasB. beC. wereD. is⑩(2013,安徽,28)I to my cousin’s birthday party last night, but I was not availableA. wentB. had goneC. would goD. would have gone Step VI Homework（为了让学生进一步掌握虚拟语气的用法，要求学生再次总结其用法并举例说明，加深理解，搜集并研究2012、2011、2010这三年各省高考真题中虚拟语气的题目。
高中英语新人教版精品教案《subjunctive mood》
〔2〕If Iwereou, Ihoud eiethe chance to go abroad
与现在事实相反的假设
从句：if主语did〔were〕，
主句：主语houd/woud/coud/might do
E.〔3〕If hehoud not cometomorrow, wewoude here eterda，ou woud have met Huge
学生欣赏英语歌曲“if I were a bo〞，并且在老师的引导下关注虚拟语气的句子。
歌词：If I were a bo
Even ut for a da
I'd ro outta bed in the morning
And throw on what I wanted and go
提问：I the inger a bo Of coure not, o he ang
学生答：“If I were a bo〞
由此引出虚拟语气的意义，表达非现实的想象中的事情。
〔1〕If ouhad taenm advice, ouwoud not have faiedin the eam
与过去事实相反的假设
从句：if主语had过去分词
主句：主语houd/woud/coud/might have done
虚拟语气
课堂主题
虚拟语气
教学目标
1熟悉虚拟语气的根本用法
2通过歌曲引入，增加学生学习兴趣
3举例子分析各类虚拟语气的构成
4学会运用虚拟语气表达自己的愿望，增强对英语学习的兴趣，掌握解题方法，增强做题自信心。
重点
引导的一般条件虚拟
难点
1.if引导的虚拟语气从句和主句时判断。教学内容教学设计
虚拟语气课堂设计（共五则范文）
虚拟语气课堂设计（共五则范文）第一篇：虚拟语气课堂设计虚拟语气教学设计Teaching content：Subjunctive mood Teaching aims: Target Language: a.the usage of Subjunctive mood b.Key patterns If I (I)wish...as if...If only...My suggestion / advice / proposal is that (I)suggest...Ability goals Help students learn the Subjunctive Mood.Enable students to use the sentence patterns correctly.Learning ability goals By practice making sentences using the Subjunctive Mood, students will be able to use it in daily communication.Main points: Help the students make a summary of all kinds of the sentences structures in which the Subjunctive Mood can be used.Difficulties: Help the students use the correct verb-form to show the Subjunctive Mood in different sentence structures.Teaching aids: Multimedia, the blackboard, Subjunctive Mood PPT Teaching methods: Discussing, explaining, summary and practicing, Teaching procedures: Step1: Greeting and lead-in Activity I: greeting 教师活动：Greet the whole class warmly 学生活动：Greet the teacher as usual activity Ⅱ: Lead-in 教师活动：用幻灯片展示一个情景，让学生进行角色扮演地方政府推出了面向国际游客的旅游彩票，凡事来本地的外国游客，政府赠送旅游彩票一张，头奖为100万元。
高中英语 Subjuctive Mood (if clause)教学设计 新人教版选修6.doc
Subjunctive Mood with“if”Clause (Unit1 Book6 )教学设计六．教学步骤□(group work) 〓(pair work) ♀(individual work)六．教学评价自我评价表七．课后反思本节课能以学生为中心，通过开展一系列的教学活动培养学生的自主探究学习、合作学习能力。
其中我觉得有以下几个方面做得较好：1. 利用多媒体技术创设生动活泼的语言情景操练语法项目，提供更多的信息资源，可以激发学生学习英语的强烈兴趣；同时也避免了英语课上总是围绕课本机械操练，重复旧内容的旧模式；并且通过合理设计，达到课堂内容的高密度，让学生在短时间内掌握更多的知识点。
这种形象、生动而又直观的语法教学方式，很符合语言学习的规律，可以在很大程度上提高学生学习英语的综合能力。
多媒体教学进入课堂是十分可行又十分必要的。
正确、合理的利用它将会创造出更和谐、快乐、实效的英语大课堂。
2. 打破传统的以教师传授为中心的语法教学规律，运用归纳法，通过创设大量贴近学生生活的情景，对“if”虚拟语气的结构进行归纳，其间，大胆引用电影“Titanic”的故事情节进行大量的假设训练，增加了语法学习的趣味性。
最后结合近几年广东高考对该语法项目的考查，进行写作训练，整节课贯穿“听，说，读，写”等基本技能的训练，浑然一体，实现了语法的“三维教学”。
课堂设计注重学生的主体作用，培养学生的自主学习和合作学习能力。
3. “分层”教学是我校“目标体验教学模式”中的一大亮点。
其要求练习设计要分难易，使每个学生都能根据自己的学习情况，选择适合自己的练习，体验到学习的成功感和快乐。
练习设计由浅入深，层层深入。
我想，在日常的教学活动中，如何设计好分层教学的练习是我们备好每一节课的关键。
这节课我感受到的是学生的创造力和师生共同营造的集体合力，如果每一节语法课我们都能使它变得如此生动活泼，简明易懂的话，语法课的“有效教学”离我们还会远吗？。
高中英语新人教版精品教案《The Subjunctive Mood》
The Subunctive Mood教学设计（一）学情分析本节课面对的学生来自于高二年级一个英语基础中等偏上的文科班。
他们思维活跃，学习积极性高，乐意表达自己。
经过高一的学习，学生已具备一定的词汇、语法知识和表达能力，英语基础更加牢固。
在英语学习中，能集中注意力，积极思考；能发现语言的规律并举一反三；能对所学内容加以整理和归纳；具备了在课内外学习活动中用英语与他人进行交流合作的能力；能用恰当的语言和多种策略表达自我。
因此，笔者预计学生能积极配合教师顺利完成课堂上开展的各项任务，成功实现预期教学目标。
（二）教学内容分析这节课的知识点是人教版高中英语教材选修六第1和第2单元的earning about anguage 中的Grammar部分：The Subunctive Mood。
笔者根据教学实际和教学目标，稍微调整了教材顺序，把第1单元中的the ubunctive mood ued in the firt conditiona（表示与现在事实相反的假设）和第2单元中的the ubunctive mood ued in the econd and third conditiona表示对将来的假想和与过去事实相反的假设整合在一起，暂时舍去第1单元中的the Subunctive Mood with unreaied wihe，形成了一个语法项目：the Subunctive Mood ued in unrea conditiona。
对学生来说，语法知识比较枯燥、乏味。
他们对虚拟语气的认识是肤浅和片面的，对虚拟语气在非真实条件句中的用法比较难理解和掌握。
因此，笔者备课时选取了真实地道的材料，所举的例子贴近学生生活，引导学生理解含有该特定语法的句子或语篇；设计了体验型的教学活动，把语法现象与实际生活结合起来，让学生在有意义的真实情景中运用语法知识进行交流，感受学习英语的乐趣。
（三）教学目标语言知识目标（Knowedge aim）1理解虚拟语气的概念；2掌握虚拟语气在非真实条件句中的三种情况：与现在、将来和过去的事实相反，并记住谓语动词在主句和从句的形式。
人教版高中英语选修六：Unit2SubjunctiveMood教学案例(全国一等奖).doc
《English Grammar: 66SubjunctiveMood”》教学案例分析English Grammar:u subjunctive mood”“虚拟语气”教学案例分析一、案例背景本节课是以学生为出发点，采用任务型教学方法，自主、合作学习方法，对学生进行知识与能力的培养。
“新课标”倡导任务型教学途径，即根据学习内容设计各种交际任务，让学生通过完成这些任务进行学习，学会用英语做事，以培养学生综合运用语言的能力。
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。
基于这一特点可以把教材拓展到学生生活实际，实现教学的生活化，实用化。
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、教学内容New Senior English for China Student^ Book 6Unit2——English Grammar: “ subjunctive mood "三、教法分析任务教学法(task・based teachin g and learning method)合作学习(cooperative learning)四、教学目标1.Knowledge aim：Get the students to learn the useful new structures in subjunctive mood ・2.Ability aim：How to use this structure in daily life.3.Emotional aim：Learn to cooperate with others・五、教学过程及分析Step 1 Warming up Ask the students to go back to page 10 and study of list poems, poem c our first fo otball match and translate it into Chinese, paying special attention to its verb forms: we would have won ................................... if jack had scored th at goal, if we'd hadjust a few more minutes, if we had trained harder, if ben had passed the ball to joe, if we'd had thousands of fans screaming, if i hadn't taken my eye off the ball, if we hadn't stayed up so late the night before, if we hadn9t taken it easy, if we hadn't run out of energy, ..... w e would have won if we'd been better! 分析：学生在imitl已经了解到英语的动词一般有三种不同的语气：陈述语气、祈使语气和虚拟语气。
grammar—thesubjunctivemood(2)教案25
Grammar—the Subjunctive Mood(2)Teaching ProceduresStep 1Warming upAsk the students to go back to Page 10 and study one of the list poems，Poem C Our FirstFootball Match and translate it into Chinese，paying special attention to its verb forms：Tell the students that the above sentences are with the subjunctive mood and then discuss itwith them.Then ask the students to think about the question “What is the subjunctive mood？”Step 2Grammar learningAsk the students to study the following sentences and try to summarize the structure andusages of the subjunctive mood.1．The subjunctive mood in the past tense：I could have done better if I had been more careful.2．The subjunctive mood in the future tense：If your fat her knew this，he would be angry.Step 3Summing upTry to help the s tudents draw the following conclusions：1．The subjunctive mood is usually used to talk about situations that are not true or not likelyto be true.The situation referred to in the subjunctive mood is not real，but it is hypothetical.．The past 2．The subjunctive mood is often found in a clause beginning with the word “if”“would＋have done/been” isperfect tense(had done/been)is often used in the “if” clause andoften used in the main clause expressing the situation contrary to the past.3．In expressing the situation contrary to the future，“were/did/should＋v./were to＋v.” is“would＋v.” is often used in the main clause expressing theoften used in the “if” clause andsituation contrary to the future.Step4Grammar practiceAsk students to do the following exercises：1．Change the following sentences into the subjunctive mood.Put the verbs into the correctforms.(1)She was busy，so she didn't come.(2)We didn't know your telephone number，so we didn't call you.(3)Everybody who ate the fish got sick.I didn't eat any fish.Suggested answers：(1)If she hadn't been busy，she would have come.(2)If we had known your telephone number，we might have called you.(3)If I had eaten the fish，I would have gotten sick too.2．Do Exercise 3 in Discovering useful structures on Page 13.3．Do the exercises in Using Structures on Pages 50－51.First ask students to do the exercises individually，and then let them discuss and check theiranswers with their partners，and finally give them the correct answers and deal with any problemsthey might meet.。
高二年级英语 Subjunctive Mood 整合课例简介表
课例名称
Grammar:Subjunctive Mood(语法：虚拟语气)
年级及学科
高二英语
设计理念
1.新课程改革的理念：以学生为中心，学习自主学习、探索学习、合作学习。
2.运用现代信息技术:在教学过程中使用多媒体课件，播放幻灯片，歌曲及flash。
教学策略
A. By sentence study, students discover when to use Subjunctive Mood and the three sentence structures of it.
教学过程ቤተ መጻሕፍቲ ባይዱ
Step ILead-in (A guessing game) (2’)
StepIIAims(1’)
StepIII Study and discover(10’)
Step IV Consolidation (10’)
Step V Put what they learnt into practice.(8’)
效果分析
对于一节传统意义上沉闷的语法课，通过很好地使用多媒体等现代技术，课堂气氛活跃，学生对所学内容非常感兴趣，从而主动地获取知识，达到不错的效果。
B. By discussing, students learn to analyze when to use Subjunctive Mood and three sentence structures of it.
C. By practice and evaluation, students learn to express themselves in Subjunctive Mood.
Step VOral practice (7’)
虚拟语气 subjunctive mood 讲稿
虚拟语气 subjunctive mood 讲稿大纲说课：先说一些教学体会。
英语这个学科，大家一说起来，就认为是以记忆为主，需要记忆大量的词汇，语法，句型等等。
这当然不假，文科学习的基本功就是记忆背诵，在这个基础上才能有所发挥。
但是英语学习中如果仅仅机械的记忆，盲目的去套用语法规则，就会给学习带来极大的压力。
仅仅单词一项就需要背诵3、4千的词汇，再加上很多单词都有一词多意的情况，这样背诵起来就来就更加痛苦了。
我目前教的学生中，男生居多，这几个学生在理科上成绩都不差，他们的逻辑思维能力较强，做数学物理这些需要逻辑思维能力的学科很轻松，或者说他们也很有兴趣去做数学，物理的题目。
而在外语上，由于只是机械的记忆，他们学习起来就很苦恼。
因此如何提升这些学生的学习积极性就是我一直思考的问题。
英语是一种结构完整，逻辑严谨的语言。
比如说大量一词多义的单词，其不同意思之间绝不是杂乱无章的，他们其实都有一个核心的含义，在不同的语境中，这个核心含义会有具体的变化。
举几个例子：order：命令，顺序，规则，订购整理。
这些含义有根本点吗？有，命令就是根本点。
如果这个道理懂了，那么看两个考试中的重要考点：wearI am wearing a skirt. 但是，the skirt is worn thin/out. 是什么意思？裙子被穿瘦了？Wear的英语含义并不能说是“穿”，比如he always wears a smile.这里是显露出的意思，还有“磨损”意，所以就是被磨薄了，worn out就是磨光了，磨没了（在这里如果能想到out这个词的一个引申含义：消耗，耗尽，比如:run out, 也能理解worn out 的含义，所以英语学习在于融会贯通）。
我想这个意思是有联系的，为什么 wearing a skirt 是穿的意思？我穿衣服的时候，不是一直都在磨损这件衣服吗？dressI am dressing the store window. 这是什么意思？难度是我正在穿窗户？其实dress的核心含义是装扮，打扮，美化。
高中英语The subjunctive mood教学设计
Teaching DesignGrammar--- Subjunctive Mood in if-clauses一．Teaching aims:1.Help students understand what the subjunctive is and itsfunction.2.Enable students to use this kind of Mood properly.3.Encourage students to express sentences by using TheSubjunctive mood.二．Teaching important and difficult points:Enhance students’ proficiency and accuracy in using the subjunctive.三.Teaching metholds;Task-based teaching method; audio-lingual method; cooperative learning: Group discussion四.Teaching steps:Step1: Lead in1.Set a situation where we are invited to attend the show “Running man〞.1.If they invited you to the show, which team would you join?2.If you were Deng Chao, who would you choose as your team member?If I were Deng Chao, I would choose _________ as my team member.Step2: make a conclusion about what is Subjunctive mood.虚拟语气用来表示说话人所说的话并不是事实，而是一种假设，愿望，疑心或者推测。
高中英语_unit2 Subjunctive Mood教学设计学情分析教材分析课后反思
Unit2 Book6 Poems -----Subjunctive MoodTeaching procedures:Step I Warming upGreet students as usual and show a famous film’s pictures on the PPT. Review the film together.1.Zi Xia ______________(从...逃跑) Heaven ____________________ (未经允许). She_______________ (许下诺言): She will marry the one who can pull her Magic Sword out.2.Zhi Zunbao pulls her sword out _____(偶然的).They ____(相爱).3.Zi Xia_____________________(被迫使) marry King Bull(牛魔王).4.____________________ (为了)save Zi Xia, Zhi Zunbao had to turn into Monkey King. But after he turned into Monkey King, he couldn't touch human love anymore.His heart is still full of regrets . He just imagines……☆If I had not pulled the sword out at first, I wouldn’t have fallen in love with her.☆If I were not the Monkey King, I wouldn’t give up her hands. ☆If we should turn into common people some day, we would live happily with each other.Find out the common features between these three sentences. (purpose: arouse students interest in learning grammar by famous internet sayings used by most of the students.)Step II Discovering structuresTask1. The subjunctive mood about “if”The definition about subjunctive mood表示条件是无法实现或几乎无法实现的, 采用虚拟语气。
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Subjunctive mood in If-clausesGreetingT: Good morning, boys and girls. very glad to be here with you. Step 1 Lead in---Subjunctive mood in If-clausesT: Have you ever watched the show, Running Man , before?T: Do you enjoy it?T: Me too. Well, Big good news for you!（点ppt）T: Are you excited? Would you like to join?T: If they invited you to the show, which team would you join? （点ppt）T: Why?T: Good reason. So if they invited you to the show, you would choose Team A. Right?T: If you were DC, who would you choose as you r team member? Please say the whole sentence. If I were.....T: Why would you choose …?T: T: Good（转向另一同学）T: What about you? If you were DC in Team A, who would you choose as you team member?（please say if I were。
）T: Very Good. (转向所有同学) But, class, is he DC?T: Of course not. He is not DC, but our classmate. So when he says If I were DC, this is not a fact. it’s just an imagine situation.T: But look, who is his man? DC is the leader of Team A. So when DC says if I am the team leader, I will choose Li Chen as my team member. Is it a fact?So when we talk about a fact, we say if I am… I will.But when we talk about an imagine situation or something unreal, we say If I were… I would…. That’s what we call subjunctive，这就是英语中的虚拟语气。
虚拟语气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。
常用于if 条件从句中。
Step 2 Subjunctive mood --- imagine situation about the present If 条件句中的虚拟语气有与现在事实、过去事实、将来事实相反三种情况。
T: Now look at these sentences, are they imagine situations about the present, past or future? (过去、现在、将来的虚拟？) Great. (Is the boy Wang Baoqiang now?) Now pay attention to the verb forms. So when we talk about imagine situations about now, we use were/did in if-clauses, would，could，might in the main clause. Are you clear/ do you understand？Earthquake:Step 3 Subjunctive mood ---Imagine situation about the past and the futureT: Good job! / Well done! You’ve made lots of good sentences about the present situation. Then what about the past and future？Now please take out your handouts.T: Here in there are two passages A and B. Please read them quickly tell me which is about the past and which is about the future situation?T: Great! Work in pairs: Underline the verb forms in the sentences, and complete the chart. Discuss with your partner when you are doing it. Then I will ask two students to write down your answers on the poster.Have you finished? Who wants to try?T: Now please look at the chart….If I were in Nepal now, I would try my best to help the homeless people.If I had studied English harder last year, I would have got 120 points.If I were invited to the next Running Man, I would choose Angell baby as my team member.Good job. Now let’s do some exercises about theStep 4 ExerciseT: Now let’s do more exercises about the subjunctive mood. Please read the passage carefully and fill in the blanks with proper verb forms. Pay attention to the time.Step 5 Activity: Regrets and wishesT: So, you see, the driver regrets doing a lot of things, Right? Now please watch a video and find out what’s the man’s regret?(He regrets not having come home to see his mom on time.)If time could be turned back, what do you think he would do?If time could be turned back, he would come back to be with his parents.Actually, in our daily life, we also have lot of regrets. Take me for example. I regret punishing one of my students last week because he didn’t hand in his homework in time. But later l learned that he got a fever that night. If time could be turned back, I would have listened to his explanation. If I had listened to his explanation, I would not have punished him. If I were to punish a student in the future, I would calm down and listen to his explanation.T: What about you, class? Have you ever regretted doing sth? (for example regret buying sth useless, regret quarreling with your friends or parents. Or regret not studying hard for an exam…) yes or no? What would you do if time could be turned back?Now please work in groups of four, sharing your regrets and wishes with each other. You can use the handout as a guide.T: Just now, you shared your story actively and I heard something really interesting or moving. So would anyone want to share your regrets and wishes with us?You did really good job.Step 5 Sum upT: So now let’s sum up what we have learned today. Today we learned……虚拟语气用于表示…(与事实相反的假设、愿望、遗憾等。
常用于if 条件从句中。
) When we talk about the imagine situation about the present，we say if I were/did…, I woud…When we talk about the imagine situation about the past, we say if Ihad done …, I would have done…When we talk about the image situation about the future, we say if I were to/ did/ should, I would….Homework:Write a short passage of about 80 words talking about your regrets or wishes use the subjunctive mood.。