英语教案范例（编写：房新霞） Unit 1 What would you do?
一． 教材分析
本单元选取了学生平日生活中经常出想的一些假设的情况，用一些非常熟悉的场景进行相应的训练。虚拟语气对学生来说是个全新的语法，掌握好虚拟语气的用法关系到整个第一单元的学习。所以虚拟语气的掌握对本单元的学习起着重要的作用。要通过多层面的展示让学生提高听、说、读、写的水平。
二． 学情分析
初四的学生经过四年的学习掌握了一定的基础知识，本单元的内容对他们来说不是很难，而且本单元的内容是一些虚构的东西让他们感到很新鲜，并且非常贴近生活，让学生感到亲切、真实，让他们从不同的角度去理解问题，增加学生的情感，让他们把所学到的知识运用到日常生活中。
三． 教学目标
1.通过本单元的学习会谈论一些假设的、虚拟的情况。 2.通过本单元的学习达到如何使用虚拟语气局提出建议的目标。
3.学会表示与现在情况相反的虚拟语气。 4.学会用虚拟语气表述自己还没有实现的愿望。
四． 教学重点、难点 1.重点词语：million, pimple, energetic, confident, tie, medical research
2.学会运用表示现在与将来情况的虚拟条件句 If+主语+动词的过去式，主语+would+动词原形
3.语言结构：If I were you, I would take a shower at first. If I had time, I would certainly go.五． 教学准备
利用多媒体设备，通过图片展示练习听说读写，培养学生直接用英语理解、表达和思维的能力。安排适量的练习，让学生当堂消化。
六． 教学过程
Step 1 Warming up
1.Ask some questions about everyday life, such as “How was your vacation?” “What kind of sports do you like?” 2.Review the new words we learned yesterday.Step 2 Study the new language
1.ask two questions and ask some students to answer a.Do you love money? Do you want to have a lot of money? b.If you had a lot of money, what would you do?
I’d „ The students may give many different answers.Then let’s listen and do 1b.Listen and number the pictures (1-4) in the order they
hear.And then ask some questions about the material.T: What did the old man do if he had a million dollars? S: He would„
T: What did the first boy do if he had a million dollars? S: He would„
T: Why would he second girl put the money in the bank? S: Because she’d „
T: Why would the second boy give the money to the medical research?
S: Because he’d„
Then make conversation according to 1a and 1b.What would you do if you had a million dollars?
通过这一对话练习，让学生有勤俭节约的习惯，要有爱心，把自己的钱用来帮助那些需要帮助的人，教会学生乐于助人。
Step 3 Practice （Listening 2a and 2b）
First explain the picture : The boy is going to somewhere and he is feeling a little nervous.His sister is telling him what to wear . Then listen and answer why Larry is nervous and circle the reason.
Next listen and do 2b: listen again.Check the four things Larry’s sister says to him.Ask some questions according to 2a and 2b.
T: Where is Larry going ?
S: He’s going to Tom’s party. T: Why is he nervous ?
S: Because he doesn’t know what to wear?
T: What else does he worry about” S: He worries about the present.
T: Does his sister give him some advice? S: Yes．
Step 4 Production （pair work）
排忧解难。设置情境让学生提供合理的建议。
1.I’m really hard-working, but I can’t study English well.
2.I don’t want to go to my friend’s birthday party, but I don’t know how to tell her or if I need to buy her a present.
Step 5 Production (Group work)
提供情景 我是老师或我是校长 操作建议：
1.让学生任意选择做老师或是校长。
2.一老师或校长的身份提出一些合理化的建议。
3.把这些记录记下来有机会给老师或校长，看对他们的工作是否有所帮助。
完成任务所需要的句子结构
If I were the teacher / headmaster, I would„
Step 6 Summary
1.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 Homework
1.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
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
1 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
2 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
D.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，让学生在学习中增长兴趣、取得成就感，享受到获取知识的快乐和满足。这样他们才能乐学、善学，使我们的教育事倍功半。茫茫学海，兴趣和热情是航标，漫漫教学生涯，无尽的才思和多样的教法才是一位教师拥有的常青藤。
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