虚拟语气公开课+Subjunctive mood in if-clauses-teaching plan 教学设计-2026届高三英语一轮复习专项

敬业、协作、启智、进取 Hua Qing Senior High School Teaching Plan 课题名称 Subjunctive Mood In If-clauses 授课教师 授课时间 授课班级 指导思想和理论依据 英语学科的核心素养主要包括关键能力（语言能力、学习能力）和必备品格（思维品质、文化意识）。这些素养中的“语言能力”离不开语法的正确使用，而语法的有效学习应在具体的情景中，教者要围绕主题创设情境，在情境中为学生做好语言、知识、策略和思维的铺垫，让学生在主题的引领下、在真实的情境中，切身感知、总结和应用，最终实现对该项语法的掌握和熟练运用。学习过程中语言能力的提升同时也会带动思维品质、学习能力的锻炼与提升，而学科育人的目标要自然地融到教学内容与教学过程之中，从而实现学生整体能力的提升。 教学内容分析 虚拟语气主要有三大板块内容，即if虚拟条件句中的虚拟语气、名词性从句中的虚拟语气和其他特殊句型中的虚拟语气。本节课的教学内容是：从零开始，复习if虚拟条件句中对于现在、过去、将来不同时间虚拟的用法，不包含倒装和含蓄虚拟语气。本堂课的侧重点是让学生在情境中深入体会虚拟语气的使用，针对三种时间虚拟的主句和从句中的谓语结构的学习、记忆和运用。 学生情况分析 这个班级的学生目前处于高三年级第一学期，班内人数37人，学生到目前已经接触虚拟语气三大板块的内容。但是虚拟语气用法较难，大部分学生已将这个板块的内容遗忘，更想不起来if从句用于虚拟时从句和主句的固定结构。所以，本课创设情境，让学生深入地理解if从句表达虚拟条件的用法。 对于学生的性格特点，班里85%的学生能主动参与学习活动，能够仔细观察、主动思考、喜欢表达，愿意合作与分享，另有少部分同学限于语言运用能力、信心、胆量的不足，不敢大胆地进行口头练习。所以在课堂上需要多鼓励并耐心引导；教学设计要充分考虑以上因素，学习过程要兼有知识与趣味性；练习要有梯度，从易到难，让学生快乐学语法、用语法，并感觉不到难度。 Teaching Aims 1. Key Competence: By the end of this lesson, the students will be able to: ① write out the rules of subjunctive mood in if-clauses on their own based on their understanding; ② tell when to use subjunctive mood to express their ideas; ③ make correct sentences according to the grammatical rules. 2. Essential Character: By the end of this lesson, the students will be able to: ① enjoy expressing their ideas using subjunctive mood based on their understanding of the grammatical rules; ② have a taste of the logic of the English language. Teaching Key Points ① when to use subjunctive mood ② students summarize the rules of subjunctive mood in if-clauses Teaching Difficult points How to build up their English thinking in using subjunctive mood to express situations that are not true or not likely to become true. Teaching Methods Situational teaching approach Task-based teaching approach Teaching Procedures Teaching Procedures Teacher’s Activities Students’ Activities Intention Step 1 Lead-in Show a video for the song “If I were a butterfly”. Raise the question: why the lyrics are “If I were..., I’d thank...” instead of: “if I am..., I will thank...” ？ Watch the video Think about the question To raise today’s topic in an interesting way Guide the students to think about the pattern used in the song to come to today’s topic. Step 2 Studying the rules and doing exercises Step 2 Studying the rules and doing exercises Step 2 Studying the rules and doing exercises Situation1 I am a big fan of Zhang Jie. I am going to the concert held by him. Now I’m thinking... 1. If I were Zhang Jie, I would hold a concert for you free of charge. 2. If I sang as well as him, I would sing a song for you right now. Ask the students to make dialogues to practice. Follow the situation and summarize the rules (the present time) according to the given examples. Doing exercise Making dialogues: What would you do if you were a boy or a girl? Learning the grammar in real life situations is impressive, easy to understand and memorable. Summarizing the rules by students themselves is technically acceptable and effective. Put the theory into practice and consolidate their learning. Situation 2 Years ago, Zhang Jie held a concert in Shang Hai. I didn’t buy a ticket in advance, so I had to wait for hours to buy it. It suddenly rained heavily. Unluckily, I didn’t take an umbrella. At that time, I was thinking... 1. If I had bought a ticket earlier, I wouldn’t have waited for so long. 2. If I had taken an umbrella with me, I wouldn’t have been all wet. Ask the students to finish two exercises. Follow the situation and summarize the rules (the past time) according to the given examples. Doing exercises 1. Rewrite the two given sentences using subjunctive mood in if-clause. 2. Fill in the blanks. If the farmer ___ (not see) the snake, he ___ (not put) it under his coat; if he ____ (not put) it under his coat, the snake____ (not bite) him; if the snake_____ (not bite) him, he ___ (not die). Learning the grammar in real life situations is very impressive and memorable; Summarizing the rules by students themselves is technically acceptable and effective. Put the theory into practice and make them become familiar with the rules in this part. Situation 3 After the concert, I took a taxi home. When I arrived, I found I had carelessly left my bag in the car. I was worried to death. Luckily, the driver returned it to me very soon. And he left hurriedly before I could thank him properly. I wish... 1. If I saw the taxi driver someday, I would thank him with a fancy meal. 2. If I were to see him, I might give him 200 yuan in reward for his kindness. 3. If I should become a taxi driver someday, I would return passengers’ belongings as soon as possible. Ask the students to do the exercise. Follow the situation and summarize the rules (the future time) according to the given examples. Doing exercise Speaking: What would you do if you won five million in the lottery some day? Learning the grammar under real life situations is very impressive and memorable. Summarizing the rules by students themselves is technically acceptable and effective. Put the theory into practice and make them become familiar with the rules in this part. Step 3 Comprehensive exercises 1) Ask the students to finish two comprehensive exercises (Translating and Writing). 2) Show multiple students’ short passages and ask the students to analyze and have some errors corrected. Filling the blanks together and writing individually Observing and correcting the errors To consolidate what they have learned and to use the grammar To improve the students’ comprehensive language application ability. Step 4 Summary and Homework Guide the students to summarize when to use subjunctive mood and recall the grammatical rules. Follow the teacher to summarize and answer the questions raised by the teacher. Re-consolidate the two key points in this class and assign homework to ensure their learning. 4 3 学科网（北京）股份有限公司 $