高三英语虚拟语气复习课教学设计
高中英语语法教案- 虚拟语气
高中英语语法教案- 虚拟语气一、学习目标：1. 理解虚拟语气的含义及其用法；2. 能够正确运用虚拟语气表达不真实的情况；3. 能够运用虚拟语气表达愿望、要求、建议等情况。
二、教学重点：1. 理解虚拟语气的含义及其用法；2. 能够正确运用虚拟语气表达不真实的情况。
教学难点：能够运用虚拟语气表达愿望、要求、建议等情况。
三、教学准备：多媒体课件、教学PPT、板书。
四、教学过程：Step 1. 引入新知Ask students to talk about a typical conversation they might have with a friend. Ask them to think about how they would react in different situations.（呈）：学生就与朋友的典型对话展开讨论，让他们想一想面对不同情况时可能的反应。
Step 2. 讲解重点知识1. 虚拟语气的含义及用法：虚拟语气是指说话人并不认为自己所说的话真的确实存在或正在发生而使用的语气。
虚拟语气常用于以下情况：(1)与现在事实相反的假设：If I were you, I would leave this job.（与现在事实相反的假设）If he had arrived earlier, he would have caught the flight.（与过去事实相反的假设）(2)表达愿望、虚构场景、要求、建议等情况：I wish I could speak German fluently.（表达愿望）If I were rich, I would travel around the world.（虚构场景）I suggest that you take a break and relax.（建议）2. 虚拟语气的形式：虚拟条件句：If I had time, I would go shopping.（如果我有时间，我就去购物了。
《虚拟语气教案》
《虚拟语气教案》一、教学目标：1. 让学生理解虚拟语气的概念和用法。
2. 培养学生正确运用虚拟语气进行表达的能力。
3. 提高学生对英语语法的兴趣和积极性。
二、教学内容：1. 虚拟语气的定义和分类。
2. 虚拟语气的构成和用法。
3. 虚拟语气在different sentence types 中的运用。
三、教学重点与难点：1. 虚拟语气的四种形式。
2. 虚拟语气在条件句、愿望句、假设句和建议句中的用法。
3. 区分虚拟语气和现实语气的区别。
四、教学方法：1. 讲授法：讲解虚拟语气的概念、分类和构成。
2. 案例分析法：分析虚拟语气在different sentence types 中的运用。
3. 练习法：通过练习题让学生巩固所学知识。
4. 讨论法：分组讨论，让学生互动交流，提高口语表达能力。
五、教学过程：1. 导入：引导学生回顾现实语气的用法，为新课的学习做好铺垫。
2. 讲解：讲解虚拟语气的概念、分类和构成。
3. 案例分析：分析虚拟语气在条件句、愿望句、假设句和建议句中的用法。
4. 练习：布置练习题，让学生巩固所学知识。
5. 讨论：分组讨论，让学生互动交流，提高口语表达能力。
7. 作业布置：布置课后作业，巩固所学知识。
六、教学评价：1. 课后作业：评估学生对虚拟语气的理解和运用能力。
2. 课堂练习：观察学生在练习中的表现，及时发现问题并进行针对性的辅导。
3. 小组讨论：评价学生在讨论中的参与程度和口语表达能力。
4. 考试：设置有关虚拟语气的试题，检验学生对知识的掌握程度。
七、教学资源：1. 教材：选用合适的英语教材，如《新概念英语》、《大学英语》等。
2. 教案：根据教材内容编写详细的教学计划。
3. 课件：制作课件，辅助讲解和展示虚拟语气的用法。
4. 练习题：编写练习题，巩固学生对虚拟语气的掌握。
八、教学进度安排：1. 第一课时：介绍虚拟语气的概念和分类。
2. 第二课时：讲解虚拟语气的构成和用法。
3. 第三课时：分析虚拟语气在条件句、愿望句、假设句和建议句中的用法。
高三英语语法复习虚拟语气说课稿
高三英语语法复习虚拟语气说课稿Step 1: Lead-inMatch the following sentences with A。
B。
or C:A。
Used to state facts。
with forms including affirmative。
negative。
interrogative。
or XXX.B。
Used to express requests。
commands。
or advice。
etc.C。
Indicates that what is said is not a fact。
or XXX。
XXX wishes。
ns。
or facts。
etc.1.My father and I drove over to the village to see Mr。
Wu。
(A)2.What a strange-looking person he is。
(A)3.I would rather they didn't hear the news。
(C)4.Stand over there。
and you'll be able to see it better。
(A)二．Analysis of Teaching ContentThe subjunctive mood has XXX curriculum standards and a test point in the XXX。
and its semantics are very rich。
Although there are many ns。
there are rules to follow。
A XXX.三．Student MasteryStudents in the third year of high school have learned several forms of the subjunctive mood in several units in the first and second years。
高中高三英语虚拟语气总结复习课精品教学设计课件
虚构语气复习课教课方案高级中学高三英语组姚玲香一、教课理念：高中英新程准要讨教课程的与施要有益于学生化英学方式，使学生通察、体、研究等极的学方法，充分自己的学潜能，形成有效地学策略。
提升自主学的能力。
学生供给足的可理解性入，指学生察和留神篇中包含的目法特点，并作、，而后使用。
自己合我校“五自主教课法”的施和本班学生的，高三法复---虚气行了操作性的理。
二、教材剖析：本是合北大版高中英教材必修 1 第二元中有关虚气的法内容，行高三英法 --- 虚气的复，我在教课中将法知的授和言基本技术的学合到一起，着重复法与言的运用。
采纳任型教课法和小合作研究学法，进而大堂的言入量及学生的言出量。
虚气是高中英法的点之一。
于虚气在高中英教课中的重要性和地位，教见解不一。
部分教代英中存在虚气一法范围，但是在英中被考，已不是很重要了。
所以在他的法教课中，虚气一法范围没有予充分的重，不过略有波及。
而更多的教持：虚气是英中不行或缺的一个法范围，无法也不行可否它的重要性。
笔者自己同第二种点，教必充分虚气的重要性，才能用更好的法教课理念指虚气的教课。
虚气仍旧活于英的各式文体和各样英中。
虚气在2009 年广英高考取的考从2009 年广英高考看来，“基写作”和“ 写任” 型中均考到虚气的用法。
在基写作中，要修业生用5 个句子写一篇对于我国中小学学生近的校采道，写作内容中提到“ 家建(学生 )不要度用眼，多参加外互”。
只有当学生熟掌握suggest接从句，从句的形式“(should) + 原形” 一虚气句型或suggest+sb(’s) doing ，才能写出正确的句子如 Experts suggested that we students (should) not overuse our eyes and participate in more outdoor activities. 或 Experts suggested us not overusing our eyesand participating in more outdoor activities.没有掌握suggest 个用法的学生可能就会写出suggest sb. to do.的构或许接从句，从句顶用的不是should do, 而是must do 或can do 等形式。
高三英语语法复习虚拟语气说课稿
高三英语语法复习虚拟语气说课稿高三英语组一．教学内容分析虚拟语气历来是课程标准语法教学项目中的难点、重点以及高考的考点。
这一语法现象在英语中的用法及其广泛，且语义十分丰富，变化虽多但不乏规律性，系统而清晰的掌握对理解和运用英语大有益处。
二．学生掌握情况高三的学生在高一高二的若干单元中陆续学习过虚拟语气的几种表现形式，但遗忘或混淆不清的现象很普遍，需要有技巧的引导他们抓住主要规律，操练各个经常出现的考点。
三．教学重点和难点1．教学重点（1）一些常见的虚拟语气的句型或结构。
（2）虚拟语气的特殊形式，即用来表示要求、建议、命令、提议、意愿等的主语从句、宾语从句、表语从句和同位语从句中的虚拟形式。
（3）主从句表示不同的时间概念、事实或假设情况，从而交错成为复合虚拟语气。
（4）含蓄条件句中的虚拟语气的表示愿望的虚拟形式。
2．教学难点：含蓄条件句中的虚拟语气的表示愿望的虚拟形式。
四．高考考点上述四个要点往往在完形填空或者阅读理解里面存在，尤其是每年完形填空都至少有一道直接考这方面的知识的题目，而在阅读理解里，我们掌握上述四个重点对于我们理解文章的大意和作者态度很有帮助，了解哪些观点是作者假设的、虚拟的，哪些是真实的，这样对于我们回答关于作者态度观点题很有帮助。
考点一、含有if引导的状语从句的虚拟语气考点二、虚拟语气省略if的倒装情况考点三、名词性从句中的虚拟语气考点四、混合虚拟条件句（错综虚拟条件句）考点五、含蓄条件句五．教学程序Step1 Lead-inMatch the following sentence with A , B or C:A.用来陈述事实，形式有肯定、否定、疑问或感叹。
B.用来表示请求、命令或劝告等。
C.表示说的话不是事实，或者是不可能发生的情况，而是一种与愿望、建议或与事实相反的假设等。
( )1. My father and I drove over to the village to see Mr Wu.( )2.What a strange-looking person (he is)!( )3.I would rather they didn’t heard of the news.( )4.Stand over there, and yo u’ll be able to see it better .( )5.Give blood if you can and many lives will be saved.Step2 Presentation1）概念虚拟语气用来表示说话人的主观愿望或假想，所说的是一个条件，不一定是事实，或与事实相反2）在条件句中的应用条件句可分为两类，一类为真实条件句，一类为非真实条件句。
英语虚拟语气教案
英语虚拟语气教案一、教学目标1.让学生理解虚拟语气的概念和用法。
2.培养学生运用虚拟语气进行交流和表达的能力。
3.提高学生对英语语法知识的掌握。
二、教学内容1.虚拟语气的定义和分类2.虚拟语气的用法及句型结构3.虚拟语气在日常生活中的应用三、教学重点与难点1.重点：虚拟语气的用法及句型结构2.难点：虚拟语气的运用和实际情景的创设四、教学过程1.导入（1）通过一个有趣的故事引入虚拟语气的概念，激发学生的兴趣。
（2）让学生猜测故事中的虚拟语气句子，并引导学生思考虚拟语气的作用。
2.理解虚拟语气的定义和分类（1）用简洁明了的语言解释虚拟语气的定义。
（2）通过示例句，让学生了解虚拟语气的分类：与现在事实相反的虚拟、与过去事实相反的虚拟、与将来事实相反的虚拟。
3.学习虚拟语气的用法及句型结构（1）分别讲解三种虚拟语气的用法和句型结构。
（2）通过练习，让学生掌握虚拟语气的用法。
4.实践虚拟语气的应用（1）设计一些实际情景，让学生运用虚拟语气进行表达。
（2）让学生分组进行角色扮演，运用虚拟语气进行交流。
（2）通过练习，巩固学生对虚拟语气的掌握。
6.作业布置（1）让学生翻译一些含有虚拟语气的句子。
（2）让学生编写一段含有虚拟语气的对话或短文。
五、教学反思1.本节课通过生动的故事导入，激发了学生的学习兴趣。
2.在讲解虚拟语气的用法和句型结构时，注重理论与实践相结合，让学生在实际情景中运用虚拟语气。
3.通过分组练习和角色扮演，提高了学生的互动性和积极性。
4.作业布置有助于巩固学生对虚拟语气的掌握。
5.教学过程中，注意关注学生的反馈，及时调整教学方法和节奏。
六、教学评价1.课后对学生的学习效果进行评价，了解学生对虚拟语气的掌握程度。
2.通过作业和课堂表现，评价学生的参与度和积极性。
3.收集学生的意见和建议，不断改进教学方法，提高教学质量。
七、教学延伸1.进一步讲解虚拟语气的高级用法，如倒装句、强调句等。
2.结合实际生活，让学生学会在不同场景中运用虚拟语气。
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.。
高三英语虚拟语气教案
语法复习专题（10）虚拟语气一、考点聚焦1、虚拟语气用于条件状语从句中（1）表示与现在事实相反的假设，条件状语从句中的谓语动词用“过去式（be动词的过去式用were）”，而主句中的谓语动词用“would / should/ could / might + 动词原形”。
如：If I were a boy, I would join the army.If the had time, she should go with you.（2）表示与过去的事实相反，条件状语从句中的谓语动词用过去完成时，主句中的谓语动词则用“would / should / might / could + have +过去分词”。
如：If he had taken my advice, he would have succeeded in the competition.（3）表示与将来事实相反，条件状语从句中的谓语动词一般过去时或should(were to) + 动词原形，而主句中的谓语动词则用would / should/could might + 动词原形。
如；If it were to rain tomorrow, the football match would be put off.（4）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，动词的形式要根据它所表示的时间作相应调整。
如：If they had worked hard, they would be very tired.(从句说的是过去，主句指的是现在)以下表格是虚拟语气用于条件状语从句中时，主句和从句谓语动词的形式：有时侯在使用时可省略if,句子则可换成下列形式，即“were / had / should +主语”。
如：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。
高中虚拟语气教案
高中虚拟语气教案一、教学目标1. 让学生理解虚拟语气的概念和用法。
2. 培养学生正确运用虚拟语气的能力。
3. 提高学生对英语语法和表达的准确性和灵活性。
二、教学内容1. 虚拟语气的定义和分类。
2. 虚拟语气的构成和用法。
3. 虚拟语气在不同语境中的运用。
三、教学重点与难点1. 虚拟语气的概念和分类。
2. 虚拟语气的构成和用法。
3. 虚拟语气在实际语境中的运用。
四、教学方法1. 讲授法：讲解虚拟语气的定义、分类和构成。
2. 案例分析法：分析虚拟语气的用法和实际运用。
3. 练习法：通过练习题巩固所学内容。
4. 互动法：引导学生参与讨论和交流，提高口语表达能力。
五、教学过程1. 导入：引导学生回顾现实和假设情境，激发对虚拟语气的兴趣。
2. 新课讲解：讲解虚拟语气的定义、分类和构成。
3. 案例分析：分析虚拟语气的用法和实际运用。
4. 练习：布置练习题，让学生巩固所学内容。
5. 互动环节：分组讨论，引导学生运用虚拟语气进行口语表达。
6. 总结与拓展：总结本节课的主要内容，布置课后作业。
7. 课后作业：让学生运用虚拟语气编写句子或小短文。
六、教学评价1. 课后收集学生的练习作品，评估他们对虚拟语气的理解和运用能力。
2. 在下一节课开始时，进行一个小测验，测试学生对虚拟语气的掌握情况。
3. 观察学生在课堂上的参与度和互动情况，了解他们对虚拟语气的兴趣和积极性。
七、教学拓展1. 引导学生思考虚拟语气的文化背景和语用功能，了解不同文化对虚拟语气的使用习惯。
2. 让学生探索虚拟语气在文学、电影等领域的应用，提高他们对语言艺术的欣赏能力。
3. 鼓励学生尝试运用虚拟语气进行创意写作，培养他们的想象力和创造力。
八、教学资源1. 教材：选择适合高中生的英语教材，如《新概念英语》、《牛津英语》等，用于学习和参考。
2. 网络资源：利用互联网查找相关的虚拟语气教学材料、案例和练习题，丰富教学内容。
3. 参考书籍：推荐学生阅读一些英语语法书籍和虚拟语气相关的参考书籍，加深对虚拟语气的理解。
虚拟语气复习教案-高考英语一轮复习语法专题
一个坚持：insist（坚持要求）
两个命令：order, command
三条建议：advise, suggest, propose
四项要求：require, request,demand ,desire
注意：1. suggest意为“表明，暗示”时，不用虚拟语气；
2. insist意为“坚持认为，坚持说”时，不用虚拟语气,应用陈述语气。
(1)、表示与现在事实相反的假设:
if条件状语从句用主语+动词的过去式(一般过去时)(be的过去式用were)
主句用主语+would/should/could/might+动词原形
(2)、表示与过去事实相反的假设:
if条件状语从句用主语+had done (过去完成时)
主句用主语+would/should/could/might+have done
三、wish后的宾语从句的虚拟语气，表示一种不可能实现的愿望。
(1)表示与现在事实相反，用主语+动词的过去式(一般过去时)(be的过去式用were)
(1)表示与过去事实相反用主语+had done (过去完成时)
(3)表示与将来事实相反用would/could/might＋动词原形，一般不用should。
2).The girl would rather she paid for the book yesterday.
3).My suggestion is that he goes there at once.
4).All of us are for the advice that the chemical work should be close down.
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。
高中英语虚拟语气教案模板(共3篇)
高中英语虚拟语气教案模板〔共3篇〕第1篇：英语教案,虚拟语气英语教案范例〔编写：房新霞〕 Unit 1 What would you do?一．教材分析^p本单元选取了学生平日生活中经常出想的一些假设的情况，用一些非常熟悉的场景进展相应的训练。
虚拟语气对学生来说是个全新的语法，掌握好虚拟语气的用法关系到整个第一单元的学习。
所以虚拟语气的掌握对本单元的学习起着重要的作用。
要通过多层面的展示让学生进步听、说、读、写的程度。
二．学情分析^p初四的学生经过四年的学习掌握了一定的根底知识，本单元的内容对他们来说不是很难，而且本单元的内容是一些虚构的东西让他们感到很新颖，并且非常贴近生活，让学生感到亲切、真实，让他们从不同的角度去理解问题，增加学生的情感，让他们把所学到的知识运用到日常生活中。
三．教学目的1.通过本单元的学习会议论一些假设的、虚拟的情况。
2.通过本单元的学习到达如何使用虚拟语气局提出建议的目的。
3.学会表示与如今情况相反的虚拟语气。
4.学会用虚拟语气表述自己还没有实现的愿望。
四．教学重点、难点 1.重点词语：million, pimple, energetic, confident, tie, medical research2.学会运用表示如今与将来情况的虚拟条件句 If+主语+动词的过去式，主语+would+动词原形3.语言构造：If I were you, I would take a shower at first. If I had time, I would certainly go.五．教学准备利用多媒体设备，通过图片展示练习听说读写，培养学生直接用英语理解、表达和思维的才能。
安排适量的练习，让学生当堂消化。
六．教学过程Step 1 Warming up1.Ask some questions about everyday life, such as “How was your vacation?” “What kind of sports do you like?”2.Review the new words we learned yesterday.Step 2 Study the new language1.ask two questions and ask some students to answer a.Do you love money? Do you want to have a lotof money? b.If you had a lot of money, what would you do?I’d … The students may give many different answers.Then let’s listen and do 1b.Listen and number the pictures (1-4) in the order theyhear.And then ask some questions about the material.T: What did the old man do if he had amillion dollars? S: He would…T: What did the first boy do if he had a million dollars? S: He would…T: Why would he second girl put the money in the bank? S: Because she’d …T: Why would the second boy give the money to the medical research?S: Because he’d…Then make conversation according to 1a and 1b.What would you do if you had a million dollars?通过这一对话练习，让学生有节俭节约的习惯，要有爱心，把自己的钱用来帮助那些需要帮助的人，学生乐于助人。
高三英语虚拟语气复习教学案
高三英语虚拟语气复习教学案高三英语备课组张静凯【教学目标】1. 准确把握虚拟语气在非真实条件句、名词性从句及其它从句的用法。
【教学重点难点】1. 掌握虚拟条件句中的特殊用法2. 虚拟语气在名词性从句中的用法(一) 虚拟条件句的语气基本结构：1. If I ________ (have) time, I _________ attend the meeting.2. If I _______(be) young like you, I _______ seize the opportunity to study abroad.3. If you __________(ring) me yesterday, I ______________(will tell) you what we were going to do yesterday evening.4. If you ____(come) a few minutes earlier, you _______(will meet) the famous singer.5. If he __________(come ) tomorrow, I ___________ talk to him about the thing.(二) if 省略句含有虚拟语气的条件状语从句中，如果有were, had, should三个词, 可以省略连词if，再将were, had, should提前,形成倒装句。
例如：① If I were you, I would go with them.=________________, I would go with them.②If they had had time , they would have certainly come and helped me=_______________________, they would certainly come and helped me③If it should be fine ,we could go for an outing .=_________________________, we could go for an outing.3.We got in my father’s car and headed straight home and , I surely would have been stuck in the station for several days.（20XX届苏州调研测试卷）A.had I notB. did I notC. if I didn’tD. if I had（三）错综时间条件句当条件状语从句表示的行为与主句所发生的时间不一致时，被称为“错综时间条件句”。
虚拟语气复习教案新部编本
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《虚拟语气复习》教学设计课型：高三一轮复习教学内容：虚拟语气用法复习教学目标：学生掌握主要虚拟语气考点、提高单项选择题解题能力，同时提升阅读、写作能力。
教学步骤：一、导入：以残奥会滑雪冠军Chris Waddell的演讲导入虚拟语气，在真实的语境中呈现虚拟语气。
A couple of years ago, I spent a lot of time in Tibet; I eventually went home. One day I went to check my mail. On the way there I met a little girl, who was about six. She asked me, ‘What happened to your legs?’I told her that I was a ski racer here. Once I skied with my friends. When taking a couple of training runs, I fell and broke two vertebrae(椎骨). She replied, ‘So you’ll never walk again?’ And I said, ‘No, probably not!’ Then she left and said, ‘That’s too bad.’I wish that I had stopped her because if I had never had my accident, I never would have been the best in the world at anything. I wouldn’t have turned a hobby into a profession. I don’t think I would have had the courage to get up in front of you and talk. I wouldn’t have acted in a soap oper a, and I wouldn’t have met presidents and heads of states.But, all that little girl saw was the tragedy; she didn’t see the potential gift. ---Chris Waddell Champion paralympic（残奥会）skier二、考点回顾（讲练结合，以单选为主，配有变式练习，如翻译、句型转换、填空等）（一）虚拟语气在条件句中的运用让学生回忆语法规则，然后呈现以下表格1) ______ the clouds, you would find the airplane in the sky easily.A. Had it not been forB. If it were notC. If it had not been forD. Were it not for2) We would have called a taxi yesterday if Harold ______us a ride home. (天津卷)A. didn’t offerB. wouldn’t offerC. hasn’t offeredD. hadn’t of fered3) Sorry, I am too busy now. If I ____ time, I would certainly go for an outing with you. （湖南卷）A. have hadB. had hadC. haveD. had4) If my car ____more reliable, I would have driven to Lhasa instead of flying last summer.（陕西卷）A. wasB. had beenC. should beD. would be(keys: DDDB)注意点：1. if的省略Were the train to arrive late, what should we do?→If the train were to arrive late…Had you got here five minutes earlier, you would have caught sight of the film star.→If you had got…Should the world end tomorrow, I would do nothing today.→If the world should end tomorrow…用法点拨：在If 引导的虚拟条件句中省略if时，只需把从句中的had, should或were置于句首，主句不变。
虚拟语气高三复习_教案
1. Aim to review what subjunctive mood is;2. Aim to review the structure of subjunctive mood when used in IF clauses;3. Aim to review the structure of subjunctive mood when used in Should+V II. Teaching points1.Important points:1)The situation of using Subjunctive Mood & the different types ofSubjunctive Mood2)The structure of the IF clauses with Subjunctive Mood & the specialusage of ellipsis of IF3)The structure of the should+V with Subjunctive Mood2.Difficult points1)The IF clauses with subjunctive mood used in different situations.2)The usage of the two words suggest & insist .III. Teaching method1.Deduction method2.Task-based methodIV. Teaching stepsStep 1 Lead-in Read a group of sentences and make a judgment.1)We met in this room. (陈述语气)2)Do come to the meeting next Friday. (祈使语气)3)If I were you, I would study hard. (虚拟语气)Step 2 Subjunctive Mood1.What is mood?表示说话人所说的话不是一个事实，而是一种假设、猜测、怀疑等，表示说话人的愿望、要求、命令、建议等2. Types of the subjunctive moodIf 型Should +V.型其他情况（wish, as if, would rather, It’s time that,..）3.IF clauses1） Read the following sentences and fill the blanks. (group work) . 1. If you had come a few minutes earlier, you would have met him.要是你早来几分钟的话，你就能见到他了。
高三虚拟语气教学设计
The Subjunctive MoodPart I. My understanding of this lessonThe Subjunctive Mood is a grammatical lesson. It plays a very important part in the English grammatical teaching and communication. It exists widely in the students’ books, in reading materials, in papers, and in our everyday life.Teaching goals:1. Knowledge goals:(1)To review and consolidate the Subjunctive Mood.(2)To widen and deepen the students’ knowledge of the Subjunctive Mood.2. Ability goals:(1)Speaking ability: The students can express themselves freely by using the Subjunctive Mood .(2)Writing ability: The students can complete the sentences and write a short passage by using Subjunctive Mood.3. Emotion goals: To arouse the nice emotions in the students by making the best wishes.Key points:1. The three basic structures of untrue adverbial clauses.2.Some complex structures of untrue adverbial clauses.3.Some special structures of the Subjunctive Mood.Difficult points:The special and complex structures of the Subjunctive Mood, because this part is most confusing for the students.Teaching aids: 1. multimedia 2. slides 3. the blackboard.Part II. My guiding theories and methods to deal with this lesson.When I deal with this lesson, I’ll do my best to carry out the following tea ching theories: Make the students the real masters in class while I act as a director or a guide; Encourage the students to acquire knowledge by cooperation and discussion. Let the students receive some moral education while they are enjoying the English language.Since grammar is boring and difficult to remember, I’ll use many fairy tales to arouse their interest in it. I’ll show them some familiar cartoon pictures, such as White Snow, Cinderella and so on. I’ll try to create a relaxing and warm atmospher e in a world of fairy tales so as to make the class more lively and interesting.I will try my best to make this lesson not only language study, but also a free expression of their opinions. So I will give them more situations or materials to encourage them to use foreign languages.Since it is a general revision, we have to fit for the examination. So it is veryimportant to help the students to use it, for example, to fill the blanks.Part III. Analysis of the studentsAbout the studentsMost of my students are from rural areas, and most of them are poor at English, especially at grammar. They lack of confidence and feel shy to express their views. So I design some easy and interesting work to involve all the students to take part in the activities. I still lay emphasis on developing the students interest in English and provide a relaxing atmosphere and more chances for individual and group activities. learning goals:1. To review the knowledge they have learned about the Subjunctive Mood by discussion and Cooperation.2. To use the Subjunctive Mood to express themselves3. To use the kindness and honesty to warm the world by making the best wishes. Learning methods:The students will learn by summary, discussion, cooperation, and a free talk.Part IV Guiding steps:Step 1 Present the learning goals and lead in. (介绍目标和导入新课)10’1. Present the learning goals (on the blackboard )(1)To review the knowledge they have learned about the Subjunctive Mood by discussion and Cooperation.(2)To use the Subjunctive Mood to express themselves freely.(3)To use your kindness and honesty to warm the world by making the best wishes.★Designing purpose: To make the goals clear for the students to reach.2. Warming-up and leading- in:(1)With music on, a famous article, THREE DAYS TO SEE, written by Helen Keller will be presented on the screen.Three Days to SeeIf I had the power of sight for just three days, I should call to me all my dear friends and look long into their faces.I should let my eyes rest on the face of a baby, so that I could catch a vision of the eager, innocent beauty .And I should like to look into the loyal, trusting eyes of my dogs, whose warm, tender , and playful friendships are so comforting to me.In the afternoon of that first seeing day, I should take a long walk in the woods…With soft music on, I will ask a student to read it emotionally, and then I will ask students to find out the sentences that include the Subjunctive Mood★Designing purpose: To lead in the Subjunctive Mood in a relaxing and pleasant environment.(2)I’ll give students a form to fill in to review the basic structures of the Subjunctive Mood in the untrue adverbial causes.★Designing purpose: To review the basic knowledge of the Subjunctive Mood.(3)Give some pictures from some famous fairy tales, such as White Snow , Cinderella, The Little Match Girl ,little magic fairy and so on. Encourage students to make sentences as much as possible according to the pictures.If she had recognised the queen, she would have not eaten the apple.If she had not eaten the apple, she would not have died.If I had beautiful clothes, I would be able to attend the party.If it should snow tomorrow, I would make a snowman.A free talk:If I had a magic stick，I would…★Designing purpose: To arouse the interest of the students; To consolidate the three basic structures ; To make the students use the Subjunctive Mood by speaking.Step2.Self-directed Study and Cooperation自主学习和合作探究)30′1. Self-directed Study(自主学习)5′The grammatical rules were collected as students’ homework the day before, now the students should underline the difficult points and find out the problems.2. Cooperation(合作探究)3′Students present the grammatical rules they have collected, and then they share and exchange their information with members of their group. Finally they have a discussion to solve the problems in groups.3.Presentation and Instructions (展示质疑，教师指点)18′The representative from each group will present the grammar rules one by one, The representative can not repeat the rules that has been pointed out. If there is any mistake, the students can question it bravely. At last, I will list some points where it is easy for the students to make mistakes.(1)错综时间条件句If you had followed my advice, you would be able to finish the work now.如果你当时听了我的建议，现在就能完成这份工作了。
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名师精编优秀教案虚拟语气复习课教学设计高级中学高三英语组姚玲香一、教学理念：高中英语新课程标准要求教学课程的设计与实施要有利于学生优化英语学习方式，使学生通过观察、体验、探究等积极的学习方法，充分发挥自己的学习潜能，形成有效地学习策略。
提高自主学习的能力。
师应为学生提供足够的可理解性输入，指导学生观察和留意语篇中包含的目标语法特征，并作归纳、总结，然后练习使用。
本人结合我校“五环自主教学法”的实施和本班学生的实际，对高三语法复习课---虚拟语气进行了操作性较强的处理。
二、教材分析：本课是结合北师大版高中英语教材必修1第二单元中有关虚拟语气的语法内容，进行高三英语语法---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。
虚拟语气是高中英语语法的难点之一。
对于虚拟语气在高中英语教学中的重要性和地位，教师们看法不一。
部分教师认为现代英语中存在虚拟语气这一语法范畴，但是在英语测试中鲜被考查，已经不是很重要了。
因此在他们的语法教学中，对虚拟语气这一语法范畴没有给予充分的重视，只是略有涉及。
而更多的教师则坚持：虚拟语气是英语中不可或缺的一个语法范畴，无法也不可能否认它的重要性。
笔者本人赞同第二种观点，教师必须充分认识虚拟语气的重要性，才能用更好的语法教学理念指导虚拟语气的教学。
虚拟语气仍然活跃于英语的各式文体和各种英语测试中。
虚拟语气在2009年广东英语高考中的考查从2009年广东英语高考试题看来，“基础写作”和“读写任务”题型中均考查到虚拟语气的用法。
在基础写作中，要求学生用5个句子写一篇关于我国中小学学生近视问题的校报采访报道，写作内容中提到“专家建议(学生)不要过度用眼，多参加户外互动”。
只有当学生熟练掌握suggest接宾语从句时，从句动词的形式为“(should) +动词原形”这一虚拟语气句型或suggest+ sb('s) doing时，才能写出正确的句子如Experts suggested that we students (should) not overuse our eyes and participate in more outdoor activities.或Experts suggested us not overusing our eyesand participating in more outdoor activities. 没有掌握suggest这个动词用法的学生可能就会写出suggest sb. to do.的结构或者接宾语从句时，从句中用的不是should do, 而是must do或can do等错误形式。
在读写任务中，要求学生就“该不该禁止游客和动物拍照”这一话题进行讨论。
期中写作内容的第2点是：假如你处在那些动物的处境，你会有什么反应？如何考生没能正确使用虚拟条件句If I were in the same position as the animals in the zoo/If I were an animal in the wildlifepark, I would…进行写作，写出来的文章肯定也是大为逊色。
高三语法复习中存在的问题1. 没能深入理解语法复习，认为语法复习就是归纳语法规则。
在复习某个语法项目时，常见不少教师在语法规则一一罗列在黑板或多媒体屏幕上，要求学生把规则抄写在笔记本上，课后死记硬背。
可是到了做练习时，学生仍然错误百出。
之所以出现这种情况，主要是教师把语法复习简单地看成对语法规则的总结归纳或重现，而名师精编优秀教案没有事先了解学生对该语法项目的掌握程度和理解情况，不了解学生对这语法项目的难点和盲点。
语法复习应以学生现有的语法知识水平为中心，以学生的需求为中心，对学生的语法知识进行系统梳理，澄清疑难点，提示考点易错点。
这就要求教师在复习某个语法项目之前，了解学生的实际情况，这样才有可能加强语法复习的实效性和针对性。
2. 片面理解语法规则，忽视语法功能。
在语法复习过程中，不少教师容易忽视语法规则的意义和使用语境，换句话说，没能明确告知学生在什么语境下可以使用到该语法。
脱离了语境教授语法，把语法看成“死的”“孤立的”的规则。
3. 教学方法呆板，练习形式单一，内容枯燥乏味。
不少教师在语法复习时，常采取讲-练-评教学方式，先由教师大讲一通，再单纯地为学生提供大量的选择题或句型转换作为练习形式，最后进行练习讲评；而没有创设贴近实际生活，具有真实交际情景的练习，因而无法调动起学生的学习兴趣，无法让学生真正掌握语法规则的用法，更谈不上培养学生运用语言知识的能力。
一节虚拟语气复习课的教学设计与实施基于语法教学的理念，结合虚拟语气在高考中的考查点并针对语法复习课中可能存在的问题和弊端，笔者设计并实施了一节关于虚拟语气的高三语法任务型教学复习课－虚拟语气在if条件句中的运用。
1. 听歌填单词，激发学生探求语法规则的欲望。
传统的语法复习课常采用讲-练-评的教学模式，没能激发起学生的学习热情和兴趣，以致不少教师理所当然地认为语法课比较沉闷是不可避免的。
英语歌曲在英语教学中能起积极作用。
大多数学生喜欢歌曲和音乐，陈静波（2004）曾对中学生喜爱歌曲和听歌的情况做了一个调查，结果发现97%的中学生喜欢歌曲和音乐。
将歌曲用于教学可以满足大多数学生的心理需求，能够有效地培养学生学习英语的兴趣，提高学习英语的热情。
为此，笔者选用Bread乐队的一首经典老歌“IF”作为热身。
要求学生在欣赏歌曲的同时，写出歌词中空缺的单词。
歌词如下：If a picture _paints__ (paint) a thousand words,then why can't I paint you?The words will never show,the you I've come to know.If a face could launch (launch) a thousand ships,then where am I to go?There's no one home but you.You're all that's left me to.And when my love for life is running dry,you come and pour yourself on me.If a man could be (be) two places at one time, I'd be (be) with you.Tomorrow and today, beside you all the way.If the world should stop (stop) revolving,spinning slowly down to die,I'd spend (spend) the end with you.And when the world was through.Then one by one the stars would go out.Then you and I would simply fly away.名师精编优秀教案该歌曲能紧密结合本课时的教学内容，在激活学生原有相关知识的同时，集中学生的注意力，振奋精神，激发了学习兴趣和学习虚拟语气语法规则的欲望，并且为后面的教学活动做铺垫。
在播放完歌曲之后，笔者抽取其中一句If a man could be (be) two places at one time, I'dbe (be) with you.写在黑板上，并提出问题：What grammar item is used in this sentence? Can youfind more sentences where this grammar item is used in this song? 通过歌曲欣赏和问题回答，笔者自然地引导学生开始复习虚拟语气。
2. 发现并归纳语法规则，吸引学生注意语法结构。
学生能正确使用语法规则的前提是能自我辨认并且熟记语法结构。
在语法复习过程中，教师最好不要先直接把语法规则罗列重现给学生，而应该先调动学生进行积极回忆。
在引导学生关注虚拟语气的语法结构时，笔者按如下三个步骤层层推进进行设计：（1）要求学生在90秒钟之内完成如下matching练习。
匹配练习相对来说比较简单，绝大多数学生能够在规定时间之内正确完成练习。
Keys : 1-f 2-e 3-a 4-i 5-g 6-c 7-h 8-d 9-b（2）将matching练习中的9个句子按照“对现在\过去\将来的虚拟”进行分类，并划出句子中的谓语动词。
心理语言学研究表明，注意形式是学习语言的必然过程，只有在有意注意之后，学习者才可能把意义和形式联系在一起。
戴炜栋和任庆梅(2006)指出，学习者对语言形式的注意程度提高有助于发展其对语言知识的归纳能力，更有利于目的语的系统构建。
通过要求学生对谓语部分进行下划线吸引学生注意语言结构，增加学生注意到语法结构的机会。
．名师精编优秀教案【Type 1-对现在的虚拟】For example: 1. If I lived in a big house, I would invite you to stay.2. If I were an artist, I could paint a picture of you.3. If I won a lot of money, I might never work again.【Type 2-对过去的虚拟】For example: 1. If they had bought the house, we would have been neighbors2. If we had arrived earlier, we would not have missed our plane.3. If he had taken the medicine, he would have felt better.【Type3-对将来的虚拟】For example: 1. If you should be free tomorrow, we could go shopping.2.If he were to take part in the game, we would fight hard.3. If she came here tomorrow, she might tell me that.（3）发现归纳语言规则。