高中英语虚拟语气教案模板

1、第 PAGE7 页 共 NUMPAGES7 页高中英语虚拟语气教案模板完成任务所需要的句子结构If I were the teacher / headmaster, I wouldStep 6 Summary1.总结虚拟语气的构成及用法。2.区别if引导的虚拟语气与条件状语从句。Step 7 Homework1.Practice the conversations we learn today.2.Write a conversation according to 2a.英语（高中）虚拟语气教案年级：高三教师：张勇20_年1月23日 一、教学主题：虚拟语气二、教学内容：if引导的虚拟条件句三、

2、教学目标：掌握if引导的虚拟条件句的一般形式（与现在、过去、将来 事实相反的情况）掌握虚拟语气中if引导的错综时间条件句 掌握if省略句的构成虚拟语气的含义：虚拟语气表示说话人的主观愿望、猜疑、建议与事实不符的假设等等，而不表示客观存在的事实。 知识点一：表示与现在事实相反的情况Eg: If I were you, I would take an umbrella.从例句得出相应的语法结构：从句：If+主语+动词一般过去时（be动词用were） 主句：主语+should/would/might/could+动词原形 知识点二：表示与过去事实相反的情况Eg: If I had got there

3、 earlier, I should/would have met her.从例句得出相应的语法结构： 从句：If+主语+had+done 主句：主语+should/would/might/could+have done 知识点三：表示与将来事实相反的情况从句：If+主语+should+动词原形If+主语+were to+动词原形If+主语+动词的过去式（be动词用were）主句：主语+should/would/might/could+动词原形1 Eg: If he should e here tomorrow, I would talk to him.If she were to be he

4、re ne_t Monday, I would tell her about the matter.If you were there ne_t month, we would play basketball with you.知识点四：注意：，错综时间条件句含义：当条件状语从句表示的动作或行为和主句表示的动作或行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要根据它所表示的时间作出相应的调整。Eg：If you had studied hard before, you would be a college student now.If they had informed us,

5、 we would e here now.，if省略句在虚拟条件状语从句中可省略if，把were, had, should提到句首，变为倒装句式。Eg: If he should e here tomorrow, I would talk to him.变为：Should he e here tomorrow, I would talk to him.If she were to be here ne_t Monday, I would tell her about the matter.变为：were she to be here ne_t Monday, I would tell her

6、about the matter.If you were there ne_t month, we would play basketball with you.变为：Were you there ne_t month, we would play basketball with you.If you had studied hard before, you would be a college student now.Practice：习题讲练1, If he should not _tomorrow, we should put off the meeting.A.has eB.have

7、eC.had eC.have doneD.had done 3, If she worked hard ne_t month, we would improve her salary.B.have workedD.had worked 4, If you had listened to my advice before, you _better now.A.are C.would beD.would have been2 5, Should he not _tomorrow, we should put off the meeting.A.has eB.have eC.had eC.have

8、doneD.had done 7, Had you listened to my advice before, you _better now.A.are C.would beD.would have been 3虚拟语气教学反思黉学门中学 林梅通过这节语法教学课，学生在老师的教导下积极参与到语法知识的学习中，了解并掌握了虚拟语气的语法项目和规则，并能完成相关的语法练习，灵活运用各种虚拟句式和情景进行造句，表达自己的观点，基本完成教学任务，达到教学目的。但在具体教学实践中鉴于学生实际情况和课堂意外问题的发生，某些教学环节进行的不流畅，教学时间不够，教学质量也不能保证。如，学生由于词汇量限制，口

9、语表达不到位。由于课堂时间有限，教师无法把虚拟语气讲的更细致，更系统化。由于课堂容量大，信息传递速度快，一些后进生无法在短时间内消化吸收语法项目，有待进一步辅导。同时，通过这节语法课的精心设计，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。其实，语法教学的目的不只是为了掌握规则，用法，更重要的是为了学以致用，即培育学生灵活运用语言的能力，帮助学生把零碎的语言现象进行归纳，提炼精华，总结规律，学会用语言去做事。在教学任务设计方面应符合学生实际情况和生活背景，选择他们熟知的内容，这样才能有话可说。任务的完成形式应该多样化，任务的难度应具有层次性，保证每个学生都有能力参与完成任务，在这一点上教师有待改进和提高。宗旨，学生是课堂学习的主体，是知识的发现者和使用者，而不是被动的接受者。教师要明确认识到这一点，充当好引导者和协助者的角色，帮助学生逐步完成学习任务，鼓励学生大胆前进，及时肯定学生在学习过程中取得的进步