高中英語(yǔ)-虛擬語(yǔ)氣教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

課程準(zhǔn)標(biāo)分析虛擬語(yǔ)氣，是英語(yǔ)中一種常見(jiàn)的語(yǔ)言現(xiàn)象，是高考題的一個(gè)熱點(diǎn)，又是一個(gè)難點(diǎn)。許多學(xué)生學(xué)完虛擬語(yǔ)氣后，常常會(huì)嘆道：如果沒(méi)有虛擬語(yǔ)氣，英語(yǔ)可能會(huì)更容易。虛擬語(yǔ)氣是英語(yǔ)三大語(yǔ)氣之一，虛擬語(yǔ)氣是表示說(shuō)話人所說(shuō)的并不是事實(shí),而是一種假設(shè)、愿望、可能性和懷疑等等.在高中英語(yǔ)語(yǔ)法教學(xué)中虛擬語(yǔ)氣有太多的規(guī)則，使學(xué)生記起來(lái)困難，用起來(lái)容易出錯(cuò)。學(xué)生們經(jīng)常對(duì)其感到困惑。而語(yǔ)法教學(xué)是高中生學(xué)好英語(yǔ)的前提和基礎(chǔ)，對(duì)學(xué)生來(lái)說(shuō)，學(xué)好虛擬語(yǔ)氣是進(jìn)一步提高英語(yǔ)語(yǔ)法學(xué)習(xí)的前提和保障，作為一個(gè)教學(xué)工作者，如何有效地進(jìn)行虛擬語(yǔ)氣教學(xué)，將會(huì)直接影響到學(xué)生能否真正理解和掌握英語(yǔ)，能否在考試中取得好的成績(jī)以及實(shí)際有效地運(yùn)用英語(yǔ)?！靶抡n標(biāo)”倡導(dǎo)任務(wù)型教學(xué)途徑，即根據(jù)學(xué)習(xí)內(nèi)容設(shè)計(jì)各種交際任務(wù)，讓學(xué)生通過(guò)完成這些任務(wù)進(jìn)行學(xué)習(xí)，學(xué)會(huì)用英語(yǔ)做事，以培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。任務(wù)型教學(xué)認(rèn)為課堂教學(xué)要有真實(shí)的生活特征，本單元語(yǔ)法“虛擬語(yǔ)氣”適合于創(chuàng)設(shè)各種情境，從而能夠激發(fā)學(xué)生的興趣和引起其主動(dòng)參與語(yǔ)言實(shí)踐活動(dòng)的欲望?；谶@一特點(diǎn)可以把教材拓展到學(xué)生生活實(shí)際，實(shí)現(xiàn)教學(xué)的生活化，實(shí)用化。因此在本節(jié)課中以虛擬語(yǔ)氣的含義和構(gòu)成為主線，創(chuàng)設(shè)不同的情境，在不同語(yǔ)境中使學(xué)生通過(guò)交流合作達(dá)到對(duì)虛擬語(yǔ)氣的掌握。教學(xué)內(nèi)容分析本節(jié)課復(fù)習(xí)的語(yǔ)法項(xiàng)目是虛擬語(yǔ)氣，在英語(yǔ)語(yǔ)言中動(dòng)詞常?？梢员环殖扇N不同的語(yǔ)氣，陳述語(yǔ)氣，祈使語(yǔ)氣，虛擬語(yǔ)氣。陳述語(yǔ)氣闡述一項(xiàng)事實(shí)或者是提出一個(gè)觀點(diǎn)，祈使語(yǔ)氣常常被用來(lái)表達(dá)直接的命令或者是請(qǐng)求，也可以被用來(lái)表達(dá)許可；而虛擬語(yǔ)氣則用來(lái)表達(dá)不可能實(shí)現(xiàn)的假設(shè)，或者是與事實(shí)相反的假設(shè)。虛擬語(yǔ)氣是英語(yǔ)中一種常見(jiàn)的語(yǔ)言現(xiàn)象，是每年高考的一個(gè)熱點(diǎn)，也是一個(gè)難點(diǎn)。它的主要用法包括，條件句中的虛擬語(yǔ)氣，名詞性從句中的虛擬語(yǔ)氣，以及固定句型中的虛擬語(yǔ)氣，本節(jié)復(fù)習(xí)課重點(diǎn)放在虛擬語(yǔ)氣的用法和運(yùn)用上。通過(guò)教材設(shè)計(jì)的練習(xí)，學(xué)生已經(jīng)理解虛擬語(yǔ)氣所表達(dá)的含義，并能初步運(yùn)用含有虛擬語(yǔ)氣的句子來(lái)描述愿望。在此基礎(chǔ)上，在這節(jié)復(fù)習(xí)課中，筆者鼓勵(lì)學(xué)生探究性學(xué)習(xí)。筆者設(shè)計(jì)情景，讓學(xué)生描述，自己歸納出虛擬語(yǔ)氣的結(jié)構(gòu)和用法。這樣既可學(xué)習(xí)掌握虛擬語(yǔ)氣，又可訓(xùn)練學(xué)生的思維。學(xué)情分析本節(jié)課是面向高三理科班的學(xué)生，但是大部分學(xué)生的英語(yǔ)基礎(chǔ)知識(shí)很薄弱，詞匯匱乏，導(dǎo)致學(xué)生聽(tīng)不懂、讀不懂。在這種情況下，筆者的課堂用語(yǔ)盡量使用簡(jiǎn)單句。設(shè)計(jì)的虛擬語(yǔ)氣情景造句有易有難，容易的可以使程度較差的學(xué)生有所收獲，難的可以使程度較好的學(xué)生得到提高。筆者必須及時(shí)對(duì)學(xué)生的表現(xiàn)給予肯定和鼓勵(lì)，以使學(xué)生保持學(xué)習(xí)英語(yǔ)的興趣，這樣才有可能讓學(xué)生學(xué)會(huì)、會(huì)學(xué)、樂(lè)學(xué)。語(yǔ)法學(xué)習(xí)基本一呈現(xiàn)理論為主，相對(duì)枯燥,而虛擬語(yǔ)氣較為復(fù)雜，學(xué)生興趣不夠，容易分散注意力，所以融入了一些新的教學(xué)元素，如競(jìng)爭(zhēng)法，音像法，等促進(jìn)學(xué)生的熱情T(mén)heTeachingDesignofSubjunctiveMoodReviewTheanalysisofteachingcontentThisteachingperiodmainlydealswiththegrammar：thesubjunctivemood.IntheEnglishlanguageverbsareoftendividedintothreedifferentmoods—theindicativemood，theimperativemoodandthesubjunctivemood.Theindicativemoodisusedtoindicateafactorputforwardaviewpoint.Theimperativemoodisusedtoexpressdirectcommandsorrequests.Ittellsyoutodosomething.Itisalsousedtosignalaprohibition，permissionoranyotherkindofexhortation.Thesubjunctivemoodisusedtoexpressaconditionwhichisdoubtfulornotfactual.Itismostoftenfoundinaclausebeginningwiththeword“if”．Itisalsofoundinnounclauses，followingaverbthatexpressesadoubt，awish，regret，request，demand，orproposal.Thefollowingareverbstypicallyfollowedbyclauseswiththesubjunctivemood：ask，demand，determine，insist，move，order，prefer，recommend，regret，request，require，suggest，wish.Inthisperiodwewillfocusontheusagesofthesubjunctivemoodanddevelopstudents’skillsofusingthesubjunctivemood．TeachinggoalsKnowledgeandskills1．Togetthestudentstoknowthestructureofthesubjunctivemood.2．Toletthestudentslearntheusagesofthesubjunctivemood.3．Toenablethestudentstousethesubjunctivemoodcorrectlyandproperly.Emotion，attitudeandvalue1．Togetthestudentstobecomeinterestedingrammarlearning.2．Todevelopthestudents'abilityofcomparingandsummarizing.ImportantTeachingPoints:HelpthestudentsmakeasummaryofallkindsofthesentencesstructuresinwhichtheSubjunctiveMoodcanbeused.DifficultTeachingPoints:Helpthestudentsusethecorrectverb-formtoshowtheSubjunctiveMoodindifferentsentencestructures.TeachingMethods:Revision,summary,explanation,inductiveandpracticemethods.TeachingAids:themultimedia2.theblackboard3.《TheSubjunctiveMood》PPTPreparationbeforeclass1.LetthestudentsgrasptheusagesoftheSubjunctiveMoodindifferentsentencestructures.2.Preparefor《TheSubjunctiveMood》PPTTeachingproceduresStepⅠ:GreetingsGreetthewholeclassasusualGreettheteacherasusualStepⅡ:Lead-inEnjoyanEnglishsongIfIWereABoyandleadintheSubjunctiveMoodIfIWereABoy-BeyoncéIfIwereaboyevenjustforadayI'drolloutofbedinthemorningAndthrowonwhatIwantedandgoDrinkbeerwiththeguysAndchaseaftergirlsI'dkickitwithwhoIwantedAndI'dnevergetconfrontedforitCausethey'dstickupformeIfIwereaboyIthinkIcouldunderstandHowitfeelstoloveagirlIswearI'dbeabettermanI'dlistentoherIfIwereaboyStepⅢtheusagesoftheSubjunctiveMood1、條件句中的虛擬語(yǔ)氣的用法時(shí)間If條件句主句過(guò)去haddonewould/could/should/mighthavedone現(xiàn)在did/werewould/could/should/mightdo將來(lái)shoulddoweretododid/werewould/could/should/mightdo條件句中虛擬語(yǔ)氣的五種特殊用法2、名詞性從句中虛擬語(yǔ)氣的用法A、與命令,建議,要求等相關(guān)的名詞性從句中需用should＋do表虛擬.B、主語(yǔ)從句中的虛擬語(yǔ)氣基本句型：Itissuggested,ordered,proposed,required,demanded,requested,insistedthatclause….(should+do)Itisimportant,necessary,natural,desirable,strange,advisable,imperativethatclause….(should+do)Itisapity,ashame,nowonderthatclause….(should+do)C、賓語(yǔ)從句中的虛擬語(yǔ)氣1)wish后的虛擬語(yǔ)氣：高考題點(diǎn)擊：HowIwisheveryfamily_____(have)alargehousewithabeautifulgarden!Wewishtherainwouldstop.2）wouldrather從句：Iwouldratheryouattendedthemeetingthisafternoon3、幾種特殊結(jié)構(gòu)中虛擬語(yǔ)氣的用法1)asif從句：Whenapencilispartlyinaglassofwater,itlooksasifit____.A.breaks B.hasbrokenC.werebroken D.hadbeenbroken2)Itis(high)timethatclause：Itis(high)timethat后面的從句謂語(yǔ)動(dòng)詞要用過(guò)去式或用should加動(dòng)詞原形，但should不可省略。

Itistimethatthechildrenwent/shouldgotobed.

StepⅣ：GrammarpracticeAskstudentstotranslatethepoemintoEnglishusingtheSubjunctiveMood我的夢(mèng)想如果我是一只小鳥(niǎo)，我會(huì)在天空翱翔；如果我是一條魚(yú)，我會(huì)在水中游來(lái)游去；如果我是一匹馬，我會(huì)在草原上馳(gallop)；但是我是一個(gè)高中生。媽媽要求我考上北大；老師建議我出國(guó)留學(xué)；我多么希望，自由快樂(lè)地成長(zhǎng)！StepⅤ：SumupTrytohelpthestudentsdrawthefollowingconclusions.1．Thesubjunctivemoodisusuallyusedtotalkaboutsituationsthatarenottrueornotlikelytobetrue.Thesituationreferredtointhesubjunctivemoodisnotreal，butitishypothetical.2．Thesubjunctivemoodisoftenfoundinaclausebeginningwiththeword“if”．Thepasttense(were，did，coulddo)isoftenusedinthe“if”clauseand“would＋v.”isoftenusedinthemainclauseexpressingthesituationcontrarytothepresent.3．Whentheverb“wish”isfollowedbyanobjectclause，itspredicatemustbewiththesubjunctivemood.Thepasttense(were，did)isoftenusedtoexpressthesituationcontrarytothepresentand“could/would＋v.”isoftenusedtoexpressthesituationcontrarytothefuture.Step=6\*ROMANVI：Homework1.Finishthewritingabove2.FinishtheexercisesaboutSubjunctiveMoodBlackboardDesignOntheright,I’llwriteteachingaimsandimportantstructureswherestudentscanmakemistakeseasily.AnEnglishsongIfIWereaBoytheSubjunctiveMoodWhatistheSubjunctiveMood?TheusagesoftheSubjunctiveMoodinsist堅(jiān)持認(rèn)為（不用虛擬語(yǔ)氣堅(jiān)決要求(shoulddo表示虛擬)suggest表明（不用虛擬）建議（shoulddo表虛擬）makeaproposal,fallinlovewithOntheleft,I’llleaveittothestudentstowritetheiranswers.評(píng)測(cè)練習(xí)=1\*ROMANIChoosethebestanswer1)Youdidn’tletmedrive.Ifwe____inturn,you____sotired.A.drove…didn’tget B.haddriven…wouldn’thavegotC.drove…wouldn’tget D.weredriving…wouldn’tget2)ItishardformetoimaginewhatIwouldbedoingtodayifI_____inlove,attheageofseven,withtheMelindaCoxLibraryinmyhometown.A.wouldn’thavefallen B.hadnotfallenC.shouldfall D.weretofall3)Whatwouldhavehappened,_____asfarastheriverbank?A.Bobhadwalkedfarther B.ifBobshouldwalkfartherC.hadBobwalkedfarther D.ifBobwalkedfarther4)Jack____yet,otherwisehewouldhavephonedme.A.mustn’thavearrived B.shouldn’thavearrivedC.can’thavearrived D.needn’thavearrived5)Theteacherdemandedthatthework_____before4o’clock.A.finishedB.befinishedC.shouldfinishD.finish6)Hissuggestionthatyou_____oncemoresoundsreasonable.A.try B.tries C.musttryD.cantry7)---DoyoumindifIleavethewindowopen?---Well,I’dratheryou_____.A.don’t B.didn’t C.won’t D.mustn’t8)Whenapencilispartlyinaglassofwater,itlooksasifit____.A.breaks B.hasbrokenC.werebroken D.hadbeenbroken=2\*ROMANIIFillintheblankswiththecorrectform1)Ifyou____________(ask)himyesterday,you____________(know)whattodonow.2)Myideaisthatwe____________(get)morepeopletoattendtheconference.

3)Imakeaproposalthatwe___________(hold)ameetingnextweek.4)Isitnecessarythathe_____(take)theexamination?5)Itisstrangethathe_____________(tell)youthis.6)HowIwisheveryfamily_____(have)alargehousewithabeautifulgarden!7)Itishightimethatthechildren________________(go)tobed.=3\*ROMANIIITranslatethesentencesintoChinese1)Butforyourhelp,wecouldn’thavesucceeded.2)Supposetherewerenogravity,objectswouldnotfalltothegroundwhendropped.3)Shewasn’tfeelingverywell.Otherwiseshewouldn’thaveleftthemeetingsoearly.4)Onlyifthealarmclockrings,doIwakeup.5)Ifonlythealarmclockhadrung,Iwouldhavewakenup.6)Wewishtherainwould/could/mightstop.7)Iwouldratheryouattendedthemeetingthisafternoon8)Mayyousucceed.=4\*ROMANIVGrammarpracticeAskstudentstotranslatethepoemintoEnglishusingtheSubjunctiveMood我的夢(mèng)想如果我是一只小鳥(niǎo)，我會(huì)在天空翱翔；如果我是一條魚(yú)，我會(huì)在水中游來(lái)游去；如果我是一匹馬，我會(huì)在草原上馳騁(gallop)；但是我是一個(gè)高中生。媽媽要求（demand)我考上北大(BeijingUniversity)；老師建議我出國(guó)留學(xué)(studyabroad)；我多么希望，自由快樂(lè)地成長(zhǎng)(growup)！MydreamIfIwereabird,Icouldflyinthesky;IfIwereafish,Iwouldswiminthewater;IfIwereahorse,Ishouldgallopoverthegrassland;ButIamaseniorstudent.MymotherdemandsthatIshouldgotoBeijingUniversity;MyteachersuggeststhatIshouldstudyabroad;IwishthatIcouldgrowupfreelyandhappily!效果分析該課型為虛擬語(yǔ)氣語(yǔ)法復(fù)習(xí)課，內(nèi)容比較多而枯燥，創(chuàng)設(shè)有趣而貼近生活的情景，英文歌曲，詩(shī)歌翻譯與朗誦，課堂中能調(diào)動(dòng)學(xué)生的積極性，提高學(xué)生的學(xué)習(xí)興趣。通過(guò)該課，學(xué)生知識(shí)目標(biāo)達(dá)成較好，在教與學(xué)的過(guò)程中，學(xué)生的分析、歸納能力得到了培養(yǎng)，語(yǔ)言運(yùn)用能力得到進(jìn)一步的提高。觀評(píng)紀(jì)錄教學(xué)內(nèi)容：thereviewoftheSubjunctiveMood授課人：菏澤二中年級(jí)：高三授課過(guò)程：StepOneGreetingStepTwoLead-inEnjoyanEnglishsongIfIWereaBoy,leadintheSubjunctiveMoodIfIWereABoy–BeyoncéIfIwereaboyevenjustforadayI'drolloutabedinthemorningAndthrowonwhatIwantedandgoDrinkbeerwiththeguysAndchaseaftergirlsI'dkickitwithwhoIwantedAndI'dnevergetconfrontedforitCausethey'dstickupformeIfIwereaboyIthinkIcouldunderstandHowitfeelstoloveagirlIswearI'dbeabettermanStepThreeReviewtheusageoftheSubjunctiveMood1、條件句中的虛擬語(yǔ)氣的用法時(shí)間If條件句主句過(guò)去haddonewould/could/should/mighthavedone現(xiàn)在did/werewould/could/should/mightdo將來(lái)shoulddoweretododid/werewould/could/should/mightdo條件句中虛擬語(yǔ)氣的特殊用法2、名詞性從句中虛擬語(yǔ)氣的用法A、與命令,建議,要求等相關(guān)的名詞性從句中需用should＋do表虛擬.B、主語(yǔ)從句中的虛擬語(yǔ)氣基本句型：Itissuggested,ordered,proposed,required,demanded,requested,insistedthatclause….(should+do)Itisimportant,necessary,natural,desirable,strange,advisable,imperativethatclause….(should+do)Itisapity,ashame,nowonderthatclause….(should+do)C、賓語(yǔ)從句中的虛擬語(yǔ)氣1)wish后的虛擬語(yǔ)氣：高考題點(diǎn)擊：HowIwisheveryfamily_____(have)alargehousewithabeautifulgarden!Wewishtherainwouldstop.2）wouldrather從句：Iwouldratheryouattendedthemeetingthisafternoon3、幾種特殊結(jié)構(gòu)中虛擬語(yǔ)氣的用法1)asif從句：Whenapencilispartlyinaglassofwater,itlooksasifit____.A.breaks B.hasbrokenC.werebroken D.hadbeenbroken2)It’stime從句：Itis(high)timethat后面的從句謂語(yǔ)動(dòng)詞要用過(guò)去式或用should加動(dòng)詞原形，但should不可省略。

Itistimethatthechildrenwenttobed.

StepFourWritingTranslatethepoemintoEnglishusingtheSubjunctiveMood我的夢(mèng)想如果我是一只小鳥(niǎo)，我會(huì)在天空翱翔；如果我是一條魚(yú)，我會(huì)在水中游來(lái)游去；如果我是一匹馬，我會(huì)在草原上馳(gallop)；但是我是一個(gè)高中生。媽媽要求我考上北大；老師建議我出國(guó)留學(xué)；我多么希望，自由快樂(lè)地成長(zhǎng)！StepFiveSumupStepSixHomework1.Finishthewritingabove2.FinishtheexercisesaboutSubjunctiveMood評(píng)課：該復(fù)習(xí)課內(nèi)容比較多，比較難，為此創(chuàng)設(shè)了有趣而貼近生活的情景，歌曲，詩(shī)歌等在課堂中調(diào)動(dòng)學(xué)生的積極性，激發(fā)學(xué)生的學(xué)習(xí)興趣。通過(guò)該課，學(xué)生知識(shí)目標(biāo)達(dá)成較好，在教與學(xué)的過(guò)程中，學(xué)生的分析、歸納能力得到了培養(yǎng)，語(yǔ)言運(yùn)用能力得到進(jìn)一步的提高。通過(guò)授課，學(xué)生分組探究活動(dòng)進(jìn)行得很好，他們可以互通有無(wú)，解決問(wèn)題。通過(guò)在教學(xué)過(guò)程中進(jìn)行的知識(shí)反饋，了解到學(xué)生對(duì)基本知識(shí)掌握情況較好，但對(duì)于一些特殊用法掌握欠佳，有待于多做練習(xí)加以鞏固提高。教學(xué)反思通過(guò)授課，筆者認(rèn)為把枯燥的語(yǔ)法知識(shí)與學(xué)生休戚相關(guān)的現(xiàn)實(shí)生活結(jié)合在一起效果較好，能夠激起同學(xué)們的學(xué)習(xí)興趣和熱情。同時(shí)，把虛擬語(yǔ)氣的練習(xí)形式直接與高考題型相結(jié)合能較大地提高教學(xué)效果，既提高了學(xué)生對(duì)虛擬語(yǔ)氣知識(shí)的系統(tǒng)掌握，又提高了學(xué)生的解題能力和技巧，通過(guò)在教學(xué)過(guò)程中進(jìn)行的知識(shí)反饋，了解到學(xué)生對(duì)基本知識(shí)掌握情況較好，但對(duì)于虛擬語(yǔ)氣的運(yùn)用，有待于多做練習(xí)加以鞏固提高。虛擬語(yǔ)氣的教學(xué)反思眾所周知，虛擬語(yǔ)氣一直被視為高中英語(yǔ)教學(xué)的一大難點(diǎn)。對(duì)這一重要知識(shí)點(diǎn)的講授我在課前做了大量的準(zhǔn)備工作，布置學(xué)生做好預(yù)習(xí)，并認(rèn)真鉆研教材和相關(guān)考題?，F(xiàn)將我的一些教學(xué)心得總結(jié)如下；一、預(yù)估虛擬語(yǔ)氣的教學(xué)困難1．高中學(xué)生已經(jīng)學(xué)過(guò)了英語(yǔ)的八種最基本的時(shí)態(tài)，對(duì)英語(yǔ)的動(dòng)詞時(shí)態(tài)已有了全面的認(rèn)識(shí)和感悟，而虛擬語(yǔ)氣是對(duì)正常時(shí)態(tài)用法的扭曲，這勢(shì)必會(huì)讓他們感到難以接受，甚至?xí)鸵郧皩W(xué)的時(shí)態(tài)用法混淆，引起知識(shí)的負(fù)遷移。2．傳統(tǒng)的語(yǔ)法講授比較枯燥，而虛擬語(yǔ)氣有著多種形式，且轉(zhuǎn)化形式眾多，如果條分縷析，勢(shì)必會(huì)形成教師“一言堂”，讓學(xué)生感到厭煩無(wú)味，影響學(xué)習(xí)效率和興趣。但如果只練不講，學(xué)生似乎又難以把握本質(zhì)，勢(shì)必會(huì)屢做屢錯(cuò)。為了回避以上的兩大困難，我決定采取“邊講邊練，邊練邊評(píng)，邊評(píng)邊總結(jié)”的方法，力求把所有問(wèn)題在45分鐘的課堂內(nèi)解決，而將課后時(shí)間留給學(xué)生消化。二、導(dǎo)入首先，遵循“先現(xiàn)象后本質(zhì)”的語(yǔ)法教學(xué)原則，我先給學(xué)生看幾個(gè)使用虛擬語(yǔ)氣的句子，使他們對(duì)虛擬語(yǔ)氣具有感性認(rèn)識(shí)，此時(shí)先不介紹虛擬語(yǔ)氣的理論概念。IfIwereabird,IwouldflytoBeijing.ShespeaksasifshewerefromEngland.Withoutwater,therewouldbenolifeonEarth.接著，我詢問(wèn)學(xué)生這三個(gè)句子描述的情況是否有可能發(fā)生，由此可以順利導(dǎo)入對(duì)虛擬語(yǔ)氣的概念理解。這時(shí)，我趕緊“趁熱打鐵”，讓學(xué)生比較下面兩個(gè)句子的區(qū)別，他們就很容易接受了。Ifitdoesn’traintomorrow,Iwillenjoyfootballwithmyfriends.Ifitdidn’traintomorrow,Iwouldenjoyfootballwithmefriends.三、講授三種基本形式首先，我讓