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虚拟语气公开课设计篇一

teaching content：subjunctive mood teaching aims: target language: usage of subjunctive mood patterns if i„ i wish...as if...if only...my suggestion / advice / proposal is that...i suggest...ability goals help students learn the subjunctive students to use the sentence patterns ng ability goals by practice making sentences using the subjunctive mood, students will be able to use it in daily points: help the students make a summary of all kinds of the sentences structures in which the subjunctive mood can be ulties: help the students use the correct verb-form to show the subjunctive mood in different sentence ng 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。你是地方电视台的学生记者，于是你去采访来本地旅游的外国学生，你问：

if you won one million, what would you do? 同学们扮演外国学生，回答说：i would go to study in america./ i would buy a big house./ i would build up a school...设计意图：轻松幽默地吸引学生的注意力，让学生参与进来，激发学生的学习兴趣。

step ii：summary of the subjunctive mood

教师活动1：说出并展示一些用到虚拟语气的句子引导学生总结，针对不同的句型，分别给出相应的练习题，检查纠错。

学生活动1：观察,分析,总结虚拟语气句式

教师：1）if i won one million, i would do some good deeds.2)if i were a millionaire, i would help the poor 3)if i had won one million, i would have done some good deeds.4)if i won one million one day, i would help the poor meaning: sentence 1 and 2: 与现在事实相反 sentence 3 : 与过去事实相反 sentence 4: 与将来事实相反

structure:

从句谓语动词 主句谓语动词

与现在事实相反 过去式（be动词用were）would/could/might/ should+ do 与过去事实相反 had done would/could/might/ should+ have done 与将来事实相反 ①过去式 would/could/might/ should +do ②were to do ③ should do

媒体活动：多媒体展示情景，多媒体展示总结出的虚拟语气的结构和用法，多媒体展示相应的练习题及答案。

step iii: 归纳虚拟语气其它句式

教师活动1：设计三个情景，让学生说出用到虚拟语气各种句式，归纳用法 教学设计意图：通过设计以下四个情景，让学生自己总结出虚拟语气的结构和用法。情景一：假如面临考试，你有什么愿望？使用句型i wish...情景二：假如你很努力但考试不及格，你很沮丧，就想if i...,if only...情景三：作为朋友，你给他一些建议：my suggestion / advice / proposal is that„ i suggest„

情景四: 这个建议听起来好像...it sounds as if...教师活动2: 针对每个句型配三至五道题，检验学生是否真的掌握了虚拟语气句式。

媒体活动：多媒体展示总结出的虚拟语气的结构和用法，多媒体展示相应的练习题及答案。

only if:(要是——就好了)对现在·将来虚拟：过去式 对过去虚拟：过去完成时 as if 从句用虚拟语气

当说话人认为句子所述的是不真实的或极少有可能发生或存在的情况时。从句虚拟语气动词时态的形式如下：

（1）如果从句表示与现在事实相反，谓语动词用一般过去时。（2）从句表示与过去事实相反，谓语动词用“had＋过去分词”。（3）从句表示与将来事实相反，谓语动词用“would／could／might＋动词原型 suggest 在虚拟语气中的用法： 一想要(desire)二宁愿(prefer)三命令(d)四建议(advise, suggest, propose)五要求(demand, require, request, desire, insist)无论主句谓语动词为何种时态，从句的谓语动词都用：“should + 动词原形”或只用“动词原形”。

注：suggest意为“建议”才用虚拟语气，意为“暗示”则不用虚拟语气。例句：his face suggests that he looks worried.他的表情暗含着他很担心。这个句子本身是事实，因此它就没有用到虚拟语气 suggestion等词在虚拟语气中的用法：

当某些表示建议、请求、命令等主观意向的名词作主语时，其后的表语从句或同位语从句需用虚拟语气，其表达形式为should ＋动词原形或直接用动词原形。这类名词常见的有：

demand(要求), desire(请求),requirement(要求)advice(劝告), recommendation(建议)，suggestion(建议)order(命令)proposal(计划), recommendation等。例：

we are all for your proposal that the discussion be put off．我们都赞成你提出的将讨论延期的建议。

the suggestion that the mayor present the prizes was accepted by everyone．由市长颁发奖金的建议被每个人接受。

⑴、the advice is that we(should 可省略，下同)leave at once.⑵、(名词advice，should + leave)(表示加以劝告)⑶、（2）、i make a proposal that we(should)hold a meeting next week.⑷、(proposal, should + hold)(表示做出计划)step ⅳ：practice

教师活动：针对特殊句型，给出练习题，检查纠错

学生活动：做出习题，理解记忆特殊用法

媒体活动：多媒体展示练习题及答案

教学设计意图：特殊句型的用法不容易掌握，选择有针对性的例题，让学生在 练习中加深记忆。step ⅴ：homework

布置作业：用虚拟语气各种句式写几句话

媒体活动：多媒体展示作业内容

教学设计意图：让学生用虚拟语气造句，旨在巩固其结构和用法。附板书设计：

虚拟语气

i wish......as if...if i...if only...my suggestion / advice / proposal is that...i suggest...教学评价

该课内容比较多，创设有趣而贴近生活的情景，课堂中能调动学生的积极性。通过该课，学生知识目标达成较好，在教与学的过程中，学生的分析、归纳能力得到了培养。教学反思

通过授课，我认为学生分组探究活动进行得很好，他们可以互通有无，解决问题。通过在教学过程中进行的知识反馈，了解到学生对基本知识掌握情况较好，但对于一些特殊用法掌握欠佳，有待于多做练习加以巩固提高。

虚拟语气公开课设计篇二

2011—2012学第一学期高二英语必修6导学案

班级：

姓名：

学习小组：

层级编码：

组内评价：

教师评价：

【善归纳】对过去情况的虚拟（和过去的事实相反）：其句子结构为：宾语从句的谓语用过去完成时，或would, could, might+现在完成时。

【牛刀小试】____________________________(要是我试着没修表多好啊).i made it worse.3.>i wish she would change her mind.我希望她会改变主意

【善归纳】对将来情况的虚拟(表示将来的主观愿望)：从句动词“would/should/could/might + 动词原形” 【牛刀小试】你希望她第二天会到

_______________________________________________

二、if 引导的虚拟语气条件状语从句

【品味经典】if the weather were fine, they would go for a it were to rain tomorrow, we would have to put off the sport i had taken his advice, i should have not made such a mistake.【善归纳】表示与现在事实相反，从句谓语：过去式（be-were）；主句：would/should/could/might+do

表示与将来事实相反，从句谓语：过去式（be-were）/should do/were to；主句：

would/should/could/might+do

表示与过去事实相反，从句谓语：had done；主句：would/should/could/might have+done

【牛刀小试】如果你把杯子丢下来，杯子会碎的。

___________________________________________________________________

三、在表示建议、命令、要求、忠告等动词的后面的宾语从句中的虚拟语气

one can suggest that students should spend two or three years in an englishspeaking country.(我们建议学生应在说英语的国家呆上两三年。

【善归纳】由于这些动词本身隐含说话者的主观意见，认为某事应该或不应该怎样，这些词语后面的“that”从句应用虚拟语气，且均以“should+动词原形”表示这种语气，但事实上“should”常被省略，故此从句中谓语动词用原形

【牛刀小试】主席坚持认为我们应该再讨论一下这个问题。

_________________________________________________________________

【self-checking】 【summary】 主备人：王斐 审核： 包科领导： 年级主任： 使用时间：

grammar-subjunctive mood 【learning aims】

understand the different forms of subjunctive to use the different forms of subjunctive mood correctly and freely through cooperative great english users.【important and difficult points】

decide which kind of form should be used according to the context 【instructions】

w the usage of subjunctive the learning guide paper independently and tick out the difficulties before class.【independent learning】 taskⅰcorrect the mistakes of the following pale face suggests that you(should)be ill.2.i insisted that you(should)be is necessary that he(should)come to our meeting tomorrow he were here, everything would be all that he is in china, he wishes he understands chinese.【cooperative study】

taskⅱtask ⅱ read and understand the following patterns and finish the translation

一、在动词wish后的宾语从句中的虚拟语气

1>i wish it were spring in my hometown all the year around.我希望我的家乡一年四季都是春天。

【善归纳】对现在情况的虚拟（与现在的事实相反）：其句子结构为：宾语从句的谓语be和were,实义动词用过去式

【牛刀小试】我真希望我是一个很博学的人。

___________________________________________________________________

2.> i wish you had called earlier.我希望你早些打电话了。

【教师寄语】wisdom in the mind is better than money in the hand.胸中有知识，胜于手中有金钱。

【learning reflection】

i have got(我的收获)_____________________________________________________________________________________________ puzzling points(我的困惑)

_____________________________________________________________________________________________ _____________________________________________________________________________________________

teaching procedure: -in : ask the students to find sentences concerning to the usage of subjunctive mood from the reading ation of the learning aims ts answer questions in independent learning and then check answers together sion of cooperative study part tation&comments ons&answers -yourself y rk

through group work, we hope that students will learn knowledge with delight and with good methods, and alsi all of them can grt fully involved in class activity.【教师寄语】wisdom in the mind is better than money in the hand.胸中有知识，胜于手中有金钱。

虚拟语气公开课设计篇三

2011——2012年第一学期期末语法课考试题型

elements(10 points)

read the sentences and analyse the clause elements in each of the letters s,v,o,c and a to represent the various elements:

subject

(s)verb

(v)object

(o)complement

(c)adverbial

(a)

the first sentence is an livingstone | lived | in africa | for more than ten years.s

v

a

a

filling(20 points)fill in the blank with the verb given in the le choice(20 points)there are twenty incomplete sentences in this each sentence there are four choices marked a, b, c and the one that best completes the your answer in the numbered squares filling(10 points)fill in the blanks in the following short passage, using appropriate articles or other correction(10 points)this is a composition written by a 13-year-old t the grammatical errors in the following the corrected version ation(20 points)ate the following sentences into english.(2 points each)

ate the following sentences into chinese.(3 points each)

ent, question, command, exclamation(10 point)read the following headlines taken from punctuation marks have been left each headline, write in the blank the type of communicative function they serve: statement, question, command or exclamation.