Subjunctive(虚拟语气)语法教学设计一、教学内容分析：虚拟语气表示说的话不是事实或者不可能发生的情况，而是一种愿望、建议、或与事实相反的假设。这节语法课的主要内容是：首先是师生共同探讨、发现并总结语法规则：一是虚拟语气在if非真实条件句中的运用。二是虚拟语气在各种名词性从句中的运用。三是学习含有虚拟语气的其他特殊句型结构。其次教会学生理解他人话语中的虚拟语法现象，学会运用虚拟语气做某事，灵活表达自己观点。二、教学建议分析：1.通过本课学习，让学生了解虚拟语气语法项目，了解用法并掌握其基本语法规则，并能在具体实践中灵活运用。2.通过教师的引入与学生的参与，让语法知识逐渐渗入到学生头脑。让教学在师生互动中进行，最后达到掌握语法功能的目的。3.通过设计符合学生学习现状和生活实际的场景，让学生在模拟的生活情景中练习和体验。互动学习，互相交流，了解并掌握语法规则，发现和总结语法使用规律。4.通过课堂中教师的讲解和学生的共同探讨有机结合，提高语言运用能力。通过采用任务型和情景式教学法，给学生创设多种学习场景和布置学习任务，培养学生自主学习能力，实现高效率课堂教学。三、教学目标：1.知识与技能目标：让学生了解并掌握虚拟语气的基本语法规则，并能在具体语言环境中灵活运用，解决相关高考试题。在日常交际中能够正确并灵活使用。2.过程与方法：通过教师讲解与学生探究相结合；通过语法练习和语言实践活动相结合;通过任务型教学与情景式教学相结合，让学生构建语法功能知识，应用于实践中去发现问题和解决问题。3.情感、态度、价值观目标：培养学生自主学习能力和探究解决问题能力，增强学生合作意识，提高学生语言分析能力和自己对事物的正确认识，形成正确的人生观、价值观。四、教学重难点：1.教学重点：了解和掌握虚拟语气语法项目和基本规则。2.教学难点：能够运用此项语法规则去完成各种试题练习，并能在实际语言活动中灵活运用。五、教学与方法1. 教法：情景式教学法，任务型教学法，传授式讲解法。2. 学法：合作式学习，探究式学习，互动式学习。3. 教学手段：多媒体辅助教学。六、教学过程：采用语法导入，接近了解语法，发现语法规则，定义总结语法规律，理解运用语法，最后实践提高语运能力的教学流程。即：Leading in the grammarapproaching the grammardiscovering the grammardefining and concluding the grammarunderstanding and applying the grammarpracticing and improving 教学内容和环节：Step1 Leading inAsk students to make sentences by using: “If I had enough money, I would” one after another. (设计意图：通过这些简单的假设性造句，让学生了解到虚拟语气的具体概念，引出非真实条件句。)Spep2 Approaching and presenting the grammar Supposing three different conditions of past, present and future, make some sentences.1. Yesterday we had an English test, if you had been more careful, you would have got a high mark.2. Now we are having an English class, I find some of you are whispering secretly, if you paid attention to your studying, you would make great progress.3. The next day we will have a day off and go to climb the mountain, if you were to buy a sport shoes, you could feel more comfortable when climbing.(设计意图：通过设置情景，呈现不同时间的条件虚拟句，让学生注意发现语法规则，总结出与不同时间事实相反的虚拟条件句式特点。)Step3 Defining and concluding the grammar.设计呈现表格，让学生填写，展示虚拟条件句语法规则，总结规律。主句 If从句与过去事实相反 主语+ would + have done If +主语+had done 与现在事实相反主语+would +do If +主语+were/did与将来事实相反主语+would +do If +主语+did/were to do/ Should + do （设计意图：让学生把观察到的语言现象自己总结规律，呈现在表格里，使知识系统化，便于记忆理解掌握。）Step4 Learn the other subjunctive structures1. Let students in groups find some subjunctive sentences from the passage we have learned or from the materials they have collected.2. Have a competition to see which group can find more and correct subjunctive sentences.3. Make a list of subjunctive sentences on the blackboard. 4 .Find and conclude some sentence structures.含有suggest, demand, order, propose, insist, command, request, design 等动词的宾语从句中，谓语动词用“should +do”或should 可以省略。在以it开头的特殊句式中，例如：It is important that everyone (should) inform himself of these rules.It is a pity that you should fail the exam.It is (high) time that we should do/did our homework.其他特殊虚拟句式，例如：I wish I had not spent so much money. I would rather you did not go there. But for you help, I could not have finished it. I was ill yesterday, otherwise, I would have attended the meeting Not to help him, it would be a mistake.If only I had enough money!5. The teacher gives some detailed explanation about these special subjunctive structures.（设计意图：本教学环节分五步走，采用演绎法达到教学目的。通过学生分组活动，带着任务采集句子，学生在完成任务活动中，互相合作、讨论、积极参与到教学中，主动去获取知识，使学习具有趣味性与成就感，教师的总结归纳和点拨解释使学习印象加深，拓宽语法知识，增长见识。这样整个教学在生生互动中、师生互动中轻松进行，但学有所获，教有所长。）Step 5 Understanding and applying the grammar.假设虚拟情景，让学生积极参与到情景设计中，动手动口让学生用所学的各种虚拟句式造句或表达观点。情景1：如果你中头彩，拥有百万，你会做些什么？情景2：借助多媒体，呈现一些关于校园学生不文明行为的图片，表达你的观点建议。（设计意图：通过模拟情景，让学生学以致用，会灵活的用学过的虚拟句式表述自己的观点与想法，达到交际的目的，使输入的语法知识内化为语言能力通过书面或交际表达方式输出，达到教学的最终目的。）Step 6.Practising and improving.完成虚拟语气配套的针对性练习与高考链接题。（设计意图：通过例题练习、讲解、辨析，了解学生理解与学习程度，分析学习中存在的问题和误区，介绍传授解题技巧与方法，辨析高考题，提高答题正确率，保证高考质量。）Step 7.Homework.1. Finish the subjunctive exercises in the book.2. Make up a story, using some subjunctive sentences.(设计意图：通过完成课后练习，巩固提高语法知识，通过小短文的写作训练，培养学生灵活运用虚拟句式的写作能力，全面提高学生综合语言运用能力。)七、板书设计：Subjunctive Mood黑板左侧、一、 If 虚拟条件句。 主句 If从句与过去事实相反主语+ would + have done If +主语+had done 与现在事实相反主语+would +do If +主语+were/did与将来事实相反主语+would +do If +主语+did/were to do/ Should + do 黑板右侧、二、Some other subjunctive structures.1. Sb suggest /advise/insist/require that sb + (should) do 2. It is a pity/shame/wonder that sb + (should) do3. It is a (an) important/necessary/possible that sb + (should) do4. It is (high) time that sb + should do/did5. I wish6. Sb would rather 7. 含有 But for , without , otherwise , if only 的省略虚拟句。八、教学反思：通过这节语法教学课，学生在老师的教导下积极主动的参与到语法知识学习中，了解并掌握了虚拟语气基本语法项目和规则，并能完成相关语法训练，灵活运用各种虚拟句式模拟情景造句，表达观点，基本完成教学任务，达到教学目的。同时通过这节语法教学课的精心设计，我深刻体会到引导鼓励学生自主去学习，设计具体任务让学生在交际互动中学习语法，可以把语法课上好，上活。