虚拟语气教案设计

虚拟语气教案设计（精选6篇）

篇1：虚拟语气教案设计

Period5 Grammar and Usage

Teaching Objectives:

1.Use unreal conditionals of the present, past or future time.

2. Improve students’ ability of using unreal conditionals

Teaching Procedures:

Step1 Lead-in

Look at the two sentences

1.If it were Sunday, I would go hiking.2. If I were a bird, I could fly.

Think about the questions

1,If it were Sunday, what would you do?2.Is it real that it is Sunday today?

3.Is it possible for you to be a bird?

Step2 Presentation

虚拟语气

1) 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。非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气.

e.g. If he had seen you yesterday, he would have asked you about it .

如果他昨天见到你，他会问你这件事的。

If it doesn’t rain tomorrow, we will go to the park.

如果明天不下雨的话，我们就去公园。

一：虚拟语气在条件状语从句中的用法。

条件从句 从 句 主 句

与现在事实相反 动词的过去式(be的过去式一般用were) would/ should/ could/ might + 动词原形

与过去事实相反 had + 过去分词 would/ should/ could/ might + have + 过去分词

与将来事实相反 1.动词过去式

2.should + 动词原形

3.were to + 动词原形 would/ should/ could/ might + 动词原形

1、表示与现在事实相反的假设和结果

e.g.我是你的话，我会马上走。

If I were you , I would go at once.

e.g. 要是我哥在这儿，一切都没问题了。

If my brother were here, everything would be all right.

Translation:

1、如果他有时间，他就会(可能)和你去。

e.g. If he _______ time, he ________________________ with you.

2、要是我是你，我就会/可能对他说实话。

e.g. If I ________ you, I _________________________ him the truth.

注：主句中should只用于第一人称，从句中的should可用于任何人称。

2.表示与过去事实相反的假设或结果

e.g. If you had come a few minutes earlier, you would/could/might have met the famous singer.

如果你早来几分钟的话，你就会(可能会)见到那个著名歌唱家。

e.g. If I had had the money last week, I should /would/could/might have bought a car.

如果我上星期有了这笔钱，我就会(可能)买1辆车。

Translation:

1、要是她早来五分钟，她就能赶上早班车了。

e.g. If she ____________ five minutes earlier, she ______________the early bus.

2、如果你昨天在这里，昨天他就能找到你了。

e.g. If you _________here, he____________________ you yesterday.

3、表示与将来事实可能相反的假设和结果

e.g. If it were sunny tomorrow, I would come to see you.

明天要是天气好的话，我来看你。

If it should rain, the crops would be saved.

假如天下雨，庄稼就一定(有可能)得救。

If it were to snow this evening, they would not go out .

如果今晚下雪，他们将不出去了。

4.虚拟条件句可以转换的形式

(1)省略连词if

在书面语中，如果虚拟条件句中有were, had或should，可以把if省略，而把这几个词放到主语之前，构成主谓倒装。

Were I you (If I were you ), I would not do it

我要是你，就不做这事

Should he come(If he should come),tell him to ring me up.

他要是来了，让他给我打个电话。

( 2 )用介词短语代替条件状语从句

Without air (If there were no air), there would be no living things.

如果没有空气的话，就不会有生物了。

But for your help(If it hadn’t been for your help)I couldn’t have done it.

要不是你的帮助，我就不可能完成这件事。

Step3. Practice

Do the exercises on Page 40 and 41.

Step4. More practice

Ex1. Fill in the blanks with the verbs given in the brackets in their proper forms.

1.You didn’t let me drive. If we ____________(drive) in turn, you ________________(not get) so tired.

2.__________it ________(not be) for your help, I couldn’t have made any progress.

3.--Has Mr. Smith recovered now?

--Yes. Who____________(think) that such a serious illness could be cured?

4.____________it _____________(rain) tomorrow, the match would be called off.

5.Most of the students felt rather disappointed at the English party. They said that it _____________________(organized) better.

6.Jean doesn’t want to work right away because she thinks that if ____________________(get) a job, she probably wouldn’t be able to see her friends very often.

7. Much labour would have been saved if electronic computer _________________(invent) before.

8.-------Well done, Jack!

-----Thanks. But given more time, I________________(do) it better.

Ex2. Choose the right answer.

1. Everything if Albert hadn’t called the fire brigade.

A. will be destroyed B. will have been destroyed

C. would be destroyed D. would have been destroyed

2. The business is risky. But , we would be rich.

A. should we succeed B. we should succeed

C. might we succeed D. would we succeed

3. What would have happened, ________, as far as the river bank?

A. Bob had walked farther B. if Bob should walk farther

C. had Bob walked farther D. if Bob walked farther

4. I _____ you some money, but I hadn’t any on me then.

A. would lend B. would have lent C. could lend D. may have lent

5. ______ today, he would get there by Friday.

A. Was he leaving B. if he leaves

C. Were he to leave D. if he is leaving

6. Supposing this ship ,do you think there would be enough life jackets for all the passengers?

A. were to sink B. has sunk C. was sinking D. sunk

7. I don’t think he’ll attend the party, and ______ he attend it, what would he wear?

A. were B. had C. did D. should

8. -- My boss often made me work day and night.

-- If I _____ you, I ______ the job.

A. am, will give up B. had been, would have given up

C. were, would give up D. had been, would give up

9. -- You can ask your brother for help.

-- He isn’t at home. If he _____, I ______.

A. were, would B. is, would C. is, will D. were, will

10. -- Are you thinking about going to Dalian for the vacation?

-- No, but if I ________ time, I _________ very glad to go there.

A. have, will be B. had had, would have been

C. had, would be D. had had, would be

11. --Sally finally got here from Chicago.

-- If she_______ earlier, we ______ her to the party then.

A. came, would take B. had come, would have taken

C. comes, will take D. had come, would take

12. If you _______ George, would you please tell him to ring me?

A. saw B. were to see C. had seen D. see

Keys: 1. had driven, wouldn’t have got 2. had, not been 3. would have thought

4. Were, to rain / Should, rain 5. could / might have been organized 6. were to get/should get/got 7.had been invented 8.could/would/might have done

Keys: 1.D 2.A 3.C 4.B 5.C 6.A 7.D 8.B 9.A 10.C 11.B 12. D

篇2：虚拟语气教案设计

年级：高三

教师：张勇

2018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、教学目标：①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）

②掌握虚拟语气中if引导的错综时间条件句 ③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 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：①If+主语+should+动词原形

②If+主语+were to+动词原形

③If+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 Eg: If he should come here tomorrow, I would talk to him.If she were to be here next Monday, I would tell her about the matter.If you were there next month, we would play basketball with you.知识点四：

注意：①，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, we would come here now.②，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 come here tomorrow, I would talk to him.变为：Should he come here tomorrow, I would talk to him.If she were to be here next Monday, I would tell her about the matter.变为：were she to be here next Monday, I would tell her about the matter.If you were there next month, we would play basketball with you.变为：Were you there next 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 come

B.have come

C.had come

D.come 2, If they were to ____ the research next Tuesday, I would come with them.A.did

B.do

C.have done

D.had done 3, If she worked hard next month, we would improve her salary.A.works

B.have worked

C.worked

D.had worked 4, If you had listened to my advice before, you ____ better now.A.are

B.were

C.would be

D.would have been 5, Should he not ____ tomorrow, we should put off the meeting.A.has come

B.have come

C.had come

D.come 6, Were they to ____ the research next Tuesday, I would come with them.B.did

B.do

C.have done

D.had done 7, Had you listened to my advice before, you ____ better now.A.are

B.were

C.would be

篇3：if虚拟语气情境教学设计

语法教学中存在一种普遍的现象:教师在课堂上花费了大量时间反复讲解语法规则, 学生机械地操练语法练习, 往往是教师讲得天花乱坠, 学生听得昏昏欲睡、做得头昏脑胀, 所以学生普遍觉得语法课最枯燥无味, 语法内容不易理解和记忆。这种单调呆板、没有生机的教学, 学生不动脑、不思考, 学习索然无味, 久而久之学生失去了学习英语的兴趣和信心。

语法教学首先要创设生动形象的语境, 让学生有兴趣, 想学, 乐学, 教师首先要设法使学生对学习英语保持兴趣, 激发他们的学习动机, 这样他们才会付出努力, 进而取得进步和成功, 从而激发学生学习的内驱力。其次, 让设计的活动有效服务于教学目的。此外, 语法教学不能停留在结构的教学上, 既要重视结构的正确性, 又要重视语用的适合性。以下是笔者结合自己的教学案例浅析如何创设情境, 引导学生掌握语法结构, 内化语言规则。

二、情境教学设计案例

本节课的教学内容是《牛津高中英语》Module 6 Unit 3中的Grammar and Usage部分。该部分主要讲解的是Unreal conditionals.

1. 导入

T:What would you do if it were the first day of winter holiday?

S1:I would have a sleep.

S2:I would play computer games.

S3:I would watch TV.

…

以学生感兴趣的话题导入, 吸引其注意力, 调动了学生参与课堂的积极性, 课堂气氛变得轻松、活跃。

紧接着教师给出几个由if引导的句子, 学生判断哪些属于真实条件句, 哪些属于非真实条件句, 然后由他们自己总结出什么是非真实条件句。

The situations are not real or are imaginary.We call them unreal conditionals. (非真实条件句:所描述的情况是不真实的或想象的)

在此环节中, 教师利用贴近学生实际生活的例子创设情景, 自然引出if引导的虚拟语气, 通过比较引导学生思考、分析、进而总结出非真实条件句的含义。

2. 语法规则呈现

本部分由学生课前进行了预习, 因此课上由学生来完成下列表格并作简单讲解、分析。

3. 情境操练

Huchinson&Waters认为, 语言学习必须通过大脑的观察、组织对信息的存储。为了把学到的东西转化为自己的, 需要通过自己亲自去做, 只有在做的过程中才能得到新的经验。通过创设不同的情景, 采用不同形式的训练方法, 让学生不断地进行交际性操练, 大量的自由对话、话题探讨等操练不仅使学生掌握语言的形式和意义, 而且对语言运用更加熟练, 让学生逐渐掌握语言的功能, 真正达到活用语法知识的目的。

(1) Brainstorm———make sentences (present) (造句——对现在的虚拟)

在头脑风暴这一环节, 教师先给出一例, 然后由学生创设与现在事实相反的语境, 运用虚拟语气造句。学生争先恐后, 气氛活跃。

(2) Fill in the blanks with the proper form of the verbs and correct the mistakes. (past) (填空及改错———对过去的虚拟)

(3) Sentence salon (future) (句子接龙———对将来的虚拟)

在这一环节, 学生既要理解前面同学所设语境, 而且要能迅速打开自己的思维, 创设一个合理的语境, 同时还要注意语法结构的正确性, 对他们而言, 这个活动既有趣又富有挑战性, 学生的表现非常精彩。

(4) Use unreal conditionals to describe some pictures (用虚拟语气描述图片)

对各种时态虚拟的针对性练习之后, 教师给出几幅学生熟悉且感兴趣的卡通图片 (如喜洋洋与灰太狼, 加菲猫, 海绵宝宝等) , 学生以小组为单位, 选其中一幅图, 运用虚拟语气将图片内容演绎出来, 可以是对话, 也可以是表演。这一环节充分调动了学生的积极性, 发挥了学生的想象力, 他们自设情境, 准确合理地运用虚拟语气, 将图片内容演绎的淋漓尽致。

三、结束语

语法的教学不能为语法而教语法。语法教学应成为培养学生听、说、读、写等语言技能和英语交际能力的重要手段。语法能力的培养和交际能力的培养不是对立和相互排斥的, 语法能力是提高交际能力的有效途径和保证, 交际能力又是语法能力的最终目的。把语法知识与语言情境有机地结合起来, 尤其是课堂真实情境要从学生的生活经验和兴趣出发, 活动内容和方式要尽量真实, 语法知识就会真切可感而不再抽象空泛。只有创设出合理、易操作且贴近学生生活的语言情境, 我们的学生才能感受到语法学习的快乐。

摘要：高中英语语法教学中存在着高耗低效的现象缺乏生机的课堂让学生语法学习索然无味。本文通过教学案例if虚拟语气, 分析如何进行情境设计并辅以多种练习形式, 充分调动学生学习积极性, 激发兴趣, 转化其为内在动力。

关键词：if虚拟语气,情境,教学设计

参考文献

[1]夏卫华.2010.浅谈中学语法教学的情景教学策略——对一节语法课的分析与思考[J]中小学外语教学

[2]钱晶新.2010.如何在高中教学中实施语法教学[J]中学外语教与学

篇4：虚拟语气教学设计

【教学目标】

1.复习总结虚拟语气的语法规则。

2.能在具体的学习、练习中正确、熟练应用虚拟语气。

3.能在语篇中用虚拟语气表达自己的愿望。

【教学设计思路】

虚拟语气具有其特殊性，即所说内容不是事实或者不可能发生的情况，只是一种愿望、建议或者与事实相反的假设。在备课过程中，笔者考虑到高三复习时间长，任务重，学生极易疲劳，缺乏兴趣，所以以英文歌曲If I were a Boy为情景链，承载所要学习的语法内容，讲练结合，进行情景交融的教学活动。课前发放学案（学案附后），并要求学生自主复习总结虚拟语气的语法要点，独立完成相关习题。

【教学过程】

Step 1 Leading in

课前5分钟开始播放Beyonce的歌曲If I were a boy，让学生利用课间休息时间欣赏。

上课开始：

T： Do you like the song？What’s the title of the song？

S： Yes. Its title is If I were a boy.

T： Yes， you got it. According to the title， what does the song suggest？

S： I am not a boy but a girl.

T： Well done. So the song must be about some wishes. Would you like to listen to it again？

S： Yes.

T： OK，listen to the song and fill in the missing words.

歌曲播放结束，同时学生完成填空。老师用PPT在大屏幕上展示完整歌词，进行讲解，边讲边让学生画出歌曲中包含虚拟语气的歌词，并概括出句型：（1）If + 主语+ did sth， 主语+ would/should/might + do sth.（2）主语+ wish + 主语+ did sth./were sth.

设计说明：通过歌曲的导入，缓解学生上语法课时的紧张心理，创造轻松的学习环境。通过听力填空的形式操练学生虚拟语气的运用，引导学生从学习或生活中挖掘情景素材，让语法贴近生活。

Step 2 Presentation

T：从这首歌曲我们可以看出什么时候使用虚拟语气？

S：虚拟语气表示所说的内容不是事实或者不可能发生的情况，只是一种愿望，建议或者与事实相反的假设。

T：整首歌曲都采用了虚拟语气吗？

S：没有，虚拟和陈述语气结合。

T：虚拟语气的学习要点是“死去活来”（即死规则，活运用）。只有我们熟练记忆学案中总结归纳的虚拟语气使用规则要点，才能灵活运用。课下请大家务必记熟它们。從这首歌曲中，我们可以看出虚拟语气和陈述语气在实际语境中是会交叉出现的，也就是虚虚实实，真真假假，这就需要我们的准确判断，也就是我们虚拟语气的三判断：

（1）判断真假。根据句意，判断是事实陈述，还是与事实不符或者是愿望表达。

（2）判断时态。虚拟语气分三种情况，即与现在、与过去、与将来的事实相反。这就要求我们在做题过程中仔细判断。判断时可以依据句子中给出的时间状语，已经给出的谓语动词来判断时态。

（3）判断条件以及结果。实际表达中，有时候我们只是假设一种条件，有时候又只是描述一种结果，而结果和条件的表达在语法规则中是有不同要求的，所以，要判断清楚之后再套用规则。

设计说明：通过高一高二的学习，学生对虚拟语气有所了解，通过读书，翻阅语法参考资料，对语法规则进行归纳总结。但在实际使用过程中，还是会出现各种各样的问题。所以，教师在课前提供虚拟语气语法要点，要求学生复习记忆。课堂上，总结规律，提炼技巧，简化虚拟语气的语法内容，便于学生记忆使用。

Step 3 Practice

T： Have you finished the exercises？

S： Yes.

T： Now， I’d like to read the answers. You check them by yourself. Have you got all the answers right？

S： No.

T： Then you work in groups of four， talk about the wrong answers. I hope you can teach each other and learn from each other.

设计说明：学生分组，小组讨论，从互相讨论中学习，体验。这样的合作学习，体验式教学更贴近学生实际，能够提高学习兴趣，激发学生的灵感，增强记忆效果。在学生讨论过程中，教师随时对出现的问题提供帮助。

Step 4 Writing

T： Now we have reviewed the grammar rules of Subjunctive Mood. we’ve also learnt the three steps to judge. Do you still remember the song If I were a boy？You please write your own song If I were a boy/girl.

设计说明：教学应该遵循循序渐进的过程，通过听歌曲，语法归纳总结，让学生模仿写作，利用语言输入信息提供的线索构建新的语言文化关联。开放式语篇练习的最终目的是培养学生把语法和所要表达的内容有机地结合起来，它能促使学生有效运用所学信息，实现由知识向能力的过渡，帮助学生构建知识网络，提高学习兴趣。

【教学反思】

利用英文歌曲教授语法，营造了轻松愉快的课堂氛围，通过总结归纳，找规律，寻方法，增强学生内在的学习动力，并锻炼了他们良好的语言学习技能，有利于更好地提高学生的语法成绩。

总之，在语法教学前，教师应认真研读课标要求，研究学生，遵循以学生为中心的教学原则，引用真实好听的英文歌曲，创设富有情趣的语言环境，激发学生学习语法的欲望，从而让学生去感悟、理解和运用语法。

（作者单位 宁夏回族自治区六盘山高级中学）

篇5：虚拟语气课堂设计

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。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(order.command)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

篇6：英语虚拟语气教学设计

I.Clause Elements(10 points)

Read the sentences and analyse the clause elements in each of them.Use 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 example.David Livingstone | lived | in Africa | for more than ten years.S

V

A

A

II.Blank Filling(20 points)Fill in the blank with the verb given in the parentheses.III.Multiple Choice(20 points)There are twenty incomplete sentences in this part.For each sentence there are four choices marked A, B, C and D.Choose the ONE that best completes the sentence.Mark your answer in the numbered squares below.IV.Blank Filling(10 points)Fill in the blanks in the following short passage, using appropriate articles or other determiners.V.Error Correction(10 points)This is a composition written by a 13-year-old student.Correct the grammatical errors in the following composition.Write the corrected version below.VI.Translation(20 points)A.Translate the following sentences into English.(2 points each)

B.Translate the following sentences into Chinese.(3 points each)