1．to ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences.
2．to ask the students tomake a conclusion of theusageofthe subjunctive mood.
人民教育出版社高二年级下学期
Book6 Unit 1 Art
Period4Grammar—the Subjunctive Mood
三维目标设计
Knowledgeand skills
1．to get the students to know the structure of the subjunctive mood.
教学过程
Step 1greeting andlead in
1．EnjoyanEnglishsong“IfIwere a boy”.
2．Ask the students“Ifyou were a boy, what would you do?”
3．Lead to the definition of subjunctive mood.
step3reading and discovering 2
▲Ask the students to study the following sentences and try to summarize the structure of the subjunctive mood.
Wish后的宾语从句
Emotionattitude and value
1．to get the students to become interested in grammar learning.
2．to develop the students' ability of comparing and summarizing.
现在：过去时（did/ were）
1.wish+宾语从句过去：过去完成时（had done）
将来：would/ could + V原
设计意图：把刚才总结归纳出来的虚拟语气的语法规则，再一次总结深化。然后告诉学生英语学习中这些语法规则是很重要的，接下来给学生几分钟时间的把这些规则记在脑袋里面，为下面的抢红包活动做铺垫。
▲practice
ask students to do the following exercises：
1.I wish I(be) a bird.
2.I wish I(not make) such a mistake.
3.We wish our parents(not punish)us.
设计意图：通过设计呈现不同时间的条件虚拟句，让学生去观察发现语法规则，然后引导学生加以归纳总结wish+宾语从句的用法。最后做一些练习加深理解。
ask students to do the following exercises：
1.If he(follow) my advice,
he( not lost) his job.
2.If Miss Green(come) late tomorrow, who would take her place.
1. If we had time now, we should read it again.
2. If I were you, I would try it again.
3. If l had a lot of money, I would buy a expensive car.
4.If he had driven more carefully, he wouldn’t have had the car accident yesterday.
Step5practiceand improving
1.(snatch the redenvelop抢红包)
let studentschose an envelop，and then finish the task link to the envelop.Anyone whogives thecorrectanswer firstwill have a chance to getaforeigncurrency.
What would you do, if youbecame/were to become/should becomethe manager tomorrow?
5.If he had worked hard, he would have passed the exam.
6.If it rained tomorrow, we would not go camping.
7.If it were to rain tomorrow, we would not go camping.
•I wish I were taller.
•I wish I had more time.
•I wish I had seen the filmlast night.
•I wish you hadn’t told me all thisyesterday.
•I wish I could go to shanghaitomorrow.
设计意图：通过让学生欣赏一首名为“ifIwere a boy”的英文歌，引出本节课的主题“虚拟语气”。听完歌之后，问几个女同学“Ifyou were a boy, what would you do?”。最后故意提问一个男同学，男同学可能会回答“Iam a boy”。然后让学生分析，IfIwere a boy和Iam a boy的区别，引出虚拟语气具体概念和非真实条件句。
•He wishes he would become a film starsomeday.
▲try to help the students draw the following conclusions.
现在：过去时（did/ were）
1.wish+宾语从句过去：过去完成时（had done）
将来：would/ could + V原
would/could/should/might+V. (原)
将来
1.过去时(were)
2. should+ V.(原)
3. were to do
would/could/should/might+V. (原)
过去
had done
would/could/should/might+have done
▲practice
would/could/should/might+V. (原)
将来
1.过去时(were)
2. should+ V.(原)
3. were to do
would/could/should/might+V. (原)
过去
had done
would/could/should/might+have done
2.Wish后的宾语从句
8.If it should rain tomorrow, we would not go camping.
▲try to help the students draw the following conclusions.
虚拟语气在if条件句中的用法
条件从句
If从句的谓语形式
主句的谓语形式
现在
过去时(were)
3.Sorry, I am too busy now. If I(have) time,
I(go) out with you
设计意图：通过设计呈现不同时间的条件虚拟句，让学生去观察发现语法规则，引导学生加以归纳总结虚拟语气在if条件句中的用法，然后让学生完成表格，使知识系统化，便于理解。最后做一些练习加深理解。
2．to let the students learn the usages of the subjunctive mood.
3．to enable the students to use the subjunctive mood correctly and properly.
Processand methods
3．toencouragethe student to fight for their dreams.
教学重、难点
1．to get the students to master the structure and usages of the subjunctive mood.
2．to enable the students to learn how to use the subjunctive mood correctly.
1. If I was you, I would run faster.
2. I know nothing about the film. If I knew about it, I will tell you.
3. If I live near my office, I would walk to work.
3．to ask the students to dosomeexercise to master the subjunctive mood.
4．to ask the students tosummarizethe usage of the subjunctive mood.
5．to ask the students to do some other additional exercises for consolidation.
•If I were to fall in love如果我要恋爱