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【摘 要】语法教学在学生学习英语的过程中起着重要作用。语法教学的展开必须以培养学生的语言综合运用能力为目的，本文结合具体虚拟语气的具体教学设计，从语境，运用和思维等维度，探讨了高中语法教学的有效策略，以发挥语法在语言学习中的积极作用。
【关键词】语法教学;语境;思维;语言运用能力
【中图分类号】G630 【文献标识码】A
【文章编号】2095-3089（2019）15-0143-01
内容简析
本课为人民教育出版社出版的NSE高中教材选修6第一单元的内容。
本模块涉及的语法是虚拟语气，这也是高中阶段要求学生系统掌握的语法专项。
目标定位
本单元的语法虚拟语气是高中阶段学生应该掌握的重要内容，由于英语和汉语的差异，虚拟语气也是很多高中学生的难点语法，所以本教学设计的重点放在了对虚拟语气的理解和运用上。
尽管学生在初中阶段就接触过虚拟语气，但学生对虚拟语气只有模糊的概念，并没有系统的学习过。即使有限的学习也是通过大量的练习巩固，所以对虚拟语气的真实运用很少。所以虚拟语气的理解和运用是本课的学习重点。本课设计通过创设学生熟悉的情境，以学生感兴趣的话题为主线，通过多样训练方法，让学生对虚拟语气在理解中运用，在运用中理解。
一、语言知识目标
语法：虚拟语气
1.在含有虚拟语气的条件句的复合句中，当虚拟条件与现在事实相反时，主从句形式为：If +主语+ did/were +….，主语+would/should/ could/might do...
2.在含有虚拟语气的条件句的复合句中，当虚拟条件与将来事实相反时，主从句形式为：If+主语+were/ were to do /should do，主语+would/should/could/might do...
3.在含有虚拟语气的条件句的复合句中，当虚拟语气与过去事实相反时，主从句形式为：If+主语+had done…，主语+ would/should /might/could+have done...
二、阅读技能目标
理解含有虚拟语气的句子，并能运用虚拟语气表达自己的愿望。
三、写作技能目标
能运用含有虚拟语气的句子描述人和事物。
四、学习策略目标
语法是学习语言的有效途径，学习语法的目的是提高运用语言的能力。联系实际，通过具体话题，培养学生发现问题，分析问题和解决问题的能力。
五、情感态度目标
通过表达对父母的愿望，培养学生学会尊重父母，与父母进行有效沟通。
方法选择
本节课立足于高效教学和任务型教学理念，注重创设语境，让学生在语境中运用巩固语法知识。同时倡导以学生为本的教学理念，采用任务型教学方法，通过发现，归纳的途径，将合作、探究与独立思考相结合，激发学生学习积极性。
教学流程
Lead-in：Play an English song If I were a boy for students. Present the words of the song on the screen
《If I Were A Boy》——Beyonce ft. R.Kelly（Remix）
【設计意图】通过欣赏英文歌曲形式直接导入虚拟语气，激发学生对本课的学习兴趣。
While-class： 创设一种情境，一个青春期的孩子和父母发生冲突与争吵。
【设计意图】高二孩子正处于青春期，青春期孩子与父母的交流问题是学生普遍关注并感兴趣的话题，通过这一情境学生能充分表达自己的心声，同时也能站在父母的角度看问题，有助于促进帮助学生与家长间的理解与交流。
环节一 在含有虚拟语气的条件句的复合句中， 当虚拟条件与现在事实相反时
1.Divide students into several groups and discuss the following question：
How would/could/might/should you get along with your children if you were parents？
Ask students to present their ideas.
Possible answers：
（1）If I were a parent，I would give my child much time to play.
（2）If I were a parent，I could make friends with my child.
（3）If I were a parent，I should let him/her more freedom to do what he/she wanted to do.
通过观察学生自己表达的句子，引导学生归纳总结出在含有虚拟语气的条件句的复合句中。当虚拟条件与现在事实相反时，条件状语 从句用“一般过去式（be一般用were）”，
而主句谓语动词由“would/should/ could/might + 动词原形”构成。
【设计意图】让学生表达自己的心声，能充分调动学生发言的积极性。集中一定数量的同类句子，引导学生发现共性，有利于学生养成自己分析、归纳总结的习惯。
2.Translations Give students some sentences in Chinese and ask them to translate them into English.Ask students to work in pairs and write down the sentences by themselves，and then discuss the answers with their partners.Meanwhile，call several students to write their sentences on the blackboard and discuss their sentences with class.
（1） 如果我們互相理解，我们就不会相互争吵了。
If we understood each other， we would not quarrel each other.
（2） 如果孩子是父母的话，他们就能理解做父母的不易了。
If children were parents ，they would know that being parents were not easy.
【设计意图】学生在口头练习后，让学生以翻译书写的形式练习，有助于促进所学句型的再生和运用。
环节二 在含有虚拟语气的条件句的复合句中， 当虚拟条件与将来事实相反时，
1.The teacher presents the following sample sentences：
（1） If I were to arrange my daughter’s future ， she would be angry with me.
（2） If I should retire， I could have enough time to travel around the world.
（3） If you got up too late tomorrow， you might miss the train.
让学生分析上面句子，总结规律。引导学生总结出： 在含有虚拟语气的条件句的复合句中，当虚拟条件与将来事实相反时，从句谓语用动词过去式、were to do 或 should do 形式， 主句谓语用should /would /could/ might + 动词原形。
【设计意图】提供例句，引导学生自己找规律，总结句型，有利于培养学生探究，独立思考的能力。
2.Imitating samples to make sentences one by one
【设计意图】用仿、练形式，在真实语境下使学生开口自主表达。学习语法不用死记硬背，学生在理解中运用，在运用中内化语法规则，记忆更深刻。
3.Doing some exercises in limited time
Get students to discuss the exercises and ask some students give and explain their answers.
（1）If there ________ （be） no natural resource any more， we ___________ （make） use of nuclear power.
（2）What ____________ （happen） if you ____________ （get up） too late tomorrow？
（3）If all of you_______（go） to Beijing University， I _______（be）the greatest teacher in 。
（4）If the sun __________（go ）out tomorrow， we _________（have）to live in the dark.
（5） Supposing this ship ____（sink）， do you think there_______（ be ）enough life jackets for all the passengers？
【设计意图】在本环节中，主要通过做几个选择题来巩固前面学习总结的句型，但要注意掌控做题时间，学生讲评时，留意存在问题，留待集体讲解。
环节三 在含有虚拟语气的条件句的复合句中，当虚拟条件与过去事实相反时
1.Telling the following story
T：When I was young，I was a naughty girl. I liked doing many things which boys were supposed to do. For example， I liked climbing trees.Although my parents told me it was dangerous，I ignored their words. One day I played so exited that I fell off a tall tree and was badly hurt.If I had followed my parents’ advice，I would not have fallen off the tree.
T： Please pay attention the underlined phrases in the last sentence. 引导学生总结出在含有虚拟语气的条件句的复合句中，当虚拟条件与过去事实相反时，从句的谓语用had + 过去分词，构成If I （we， you， he， they） + had + 过去分词的形式;主句的谓语用should/would/could/might have + 动词过去分词。
【设计意图】通过老师讲述自己童年的小故事，让学生通过上下文语境比较容易地总结出规则。
2.Encourage students to tell their stories that happened during their childhood.
【设计意图】
环节四：Discussing and writing
1.Ask the students to discuss and write the following questions in groups
A. Why is it difficult for parents to communicate with their teenage children？
B. If you were your parents， how would you communicate with your children？
C. If you had done everything as your parents told you， what would have happened to you？
D. If you had refused all advice from your parents ，what would have happened to you？
2. Let the students organize a short passage named “If I were a parent” by using the answers of the above questions.
3. Let the students show their work.
（Each group choose one student to read his or her work to the class.）
【设计意图】写作是语言输出的过程，次任务可促进学生所学知识的再生和运用，培养学生用英语进行思维和表达的能力。本篇作文主要引导学生用虚拟语气表达自己的思维，这样使虚拟语气的知识再次得到巩固和应用。
环节五：Homework
Please write a composition about the communication between parents and teenage children by using subjunctive mood we have learned in this class.
参考文献
[1]汤燕霞.在英语语法教学中发展学生的思维能力[J].中小学外语教学（中学篇），2016（8）：24-29.
[2]林立.英語语法教学[M].北京：外语教学与研究出版社，2013.
【关键词】语法教学;语境;思维;语言运用能力
【中图分类号】G630 【文献标识码】A
【文章编号】2095-3089（2019）15-0143-01
内容简析
本课为人民教育出版社出版的NSE高中教材选修6第一单元的内容。
本模块涉及的语法是虚拟语气，这也是高中阶段要求学生系统掌握的语法专项。
目标定位
本单元的语法虚拟语气是高中阶段学生应该掌握的重要内容，由于英语和汉语的差异，虚拟语气也是很多高中学生的难点语法，所以本教学设计的重点放在了对虚拟语气的理解和运用上。
尽管学生在初中阶段就接触过虚拟语气，但学生对虚拟语气只有模糊的概念，并没有系统的学习过。即使有限的学习也是通过大量的练习巩固，所以对虚拟语气的真实运用很少。所以虚拟语气的理解和运用是本课的学习重点。本课设计通过创设学生熟悉的情境，以学生感兴趣的话题为主线，通过多样训练方法，让学生对虚拟语气在理解中运用，在运用中理解。
一、语言知识目标
语法：虚拟语气
1.在含有虚拟语气的条件句的复合句中，当虚拟条件与现在事实相反时，主从句形式为：If +主语+ did/were +….，主语+would/should/ could/might do...
2.在含有虚拟语气的条件句的复合句中，当虚拟条件与将来事实相反时，主从句形式为：If+主语+were/ were to do /should do，主语+would/should/could/might do...
3.在含有虚拟语气的条件句的复合句中，当虚拟语气与过去事实相反时，主从句形式为：If+主语+had done…，主语+ would/should /might/could+have done...
二、阅读技能目标
理解含有虚拟语气的句子，并能运用虚拟语气表达自己的愿望。
三、写作技能目标
能运用含有虚拟语气的句子描述人和事物。
四、学习策略目标
语法是学习语言的有效途径，学习语法的目的是提高运用语言的能力。联系实际，通过具体话题，培养学生发现问题，分析问题和解决问题的能力。
五、情感态度目标
通过表达对父母的愿望，培养学生学会尊重父母，与父母进行有效沟通。
方法选择
本节课立足于高效教学和任务型教学理念，注重创设语境，让学生在语境中运用巩固语法知识。同时倡导以学生为本的教学理念，采用任务型教学方法，通过发现，归纳的途径，将合作、探究与独立思考相结合，激发学生学习积极性。
教学流程
Lead-in：Play an English song If I were a boy for students. Present the words of the song on the screen
《If I Were A Boy》——Beyonce ft. R.Kelly（Remix）
【設计意图】通过欣赏英文歌曲形式直接导入虚拟语气，激发学生对本课的学习兴趣。
While-class： 创设一种情境，一个青春期的孩子和父母发生冲突与争吵。
【设计意图】高二孩子正处于青春期，青春期孩子与父母的交流问题是学生普遍关注并感兴趣的话题，通过这一情境学生能充分表达自己的心声，同时也能站在父母的角度看问题，有助于促进帮助学生与家长间的理解与交流。
环节一 在含有虚拟语气的条件句的复合句中， 当虚拟条件与现在事实相反时
1.Divide students into several groups and discuss the following question：
How would/could/might/should you get along with your children if you were parents？
Ask students to present their ideas.
Possible answers：
（1）If I were a parent，I would give my child much time to play.
（2）If I were a parent，I could make friends with my child.
（3）If I were a parent，I should let him/her more freedom to do what he/she wanted to do.
通过观察学生自己表达的句子，引导学生归纳总结出在含有虚拟语气的条件句的复合句中。当虚拟条件与现在事实相反时，条件状语 从句用“一般过去式（be一般用were）”，
而主句谓语动词由“would/should/ could/might + 动词原形”构成。
【设计意图】让学生表达自己的心声，能充分调动学生发言的积极性。集中一定数量的同类句子，引导学生发现共性，有利于学生养成自己分析、归纳总结的习惯。
2.Translations Give students some sentences in Chinese and ask them to translate them into English.Ask students to work in pairs and write down the sentences by themselves，and then discuss the answers with their partners.Meanwhile，call several students to write their sentences on the blackboard and discuss their sentences with class.
（1） 如果我們互相理解，我们就不会相互争吵了。
If we understood each other， we would not quarrel each other.
（2） 如果孩子是父母的话，他们就能理解做父母的不易了。
If children were parents ，they would know that being parents were not easy.
【设计意图】学生在口头练习后，让学生以翻译书写的形式练习，有助于促进所学句型的再生和运用。
环节二 在含有虚拟语气的条件句的复合句中， 当虚拟条件与将来事实相反时，
1.The teacher presents the following sample sentences：
（1） If I were to arrange my daughter’s future ， she would be angry with me.
（2） If I should retire， I could have enough time to travel around the world.
（3） If you got up too late tomorrow， you might miss the train.
让学生分析上面句子，总结规律。引导学生总结出： 在含有虚拟语气的条件句的复合句中，当虚拟条件与将来事实相反时，从句谓语用动词过去式、were to do 或 should do 形式， 主句谓语用should /would /could/ might + 动词原形。
【设计意图】提供例句，引导学生自己找规律，总结句型，有利于培养学生探究，独立思考的能力。
2.Imitating samples to make sentences one by one
【设计意图】用仿、练形式，在真实语境下使学生开口自主表达。学习语法不用死记硬背，学生在理解中运用，在运用中内化语法规则，记忆更深刻。
3.Doing some exercises in limited time
Get students to discuss the exercises and ask some students give and explain their answers.
（1）If there ________ （be） no natural resource any more， we ___________ （make） use of nuclear power.
（2）What ____________ （happen） if you ____________ （get up） too late tomorrow？
（3）If all of you_______（go） to Beijing University， I _______（be）the greatest teacher in 。
（4）If the sun __________（go ）out tomorrow， we _________（have）to live in the dark.
（5） Supposing this ship ____（sink）， do you think there_______（ be ）enough life jackets for all the passengers？
【设计意图】在本环节中，主要通过做几个选择题来巩固前面学习总结的句型，但要注意掌控做题时间，学生讲评时，留意存在问题，留待集体讲解。
环节三 在含有虚拟语气的条件句的复合句中，当虚拟条件与过去事实相反时
1.Telling the following story
T：When I was young，I was a naughty girl. I liked doing many things which boys were supposed to do. For example， I liked climbing trees.Although my parents told me it was dangerous，I ignored their words. One day I played so exited that I fell off a tall tree and was badly hurt.If I had followed my parents’ advice，I would not have fallen off the tree.
T： Please pay attention the underlined phrases in the last sentence. 引导学生总结出在含有虚拟语气的条件句的复合句中，当虚拟条件与过去事实相反时，从句的谓语用had + 过去分词，构成If I （we， you， he， they） + had + 过去分词的形式;主句的谓语用should/would/could/might have + 动词过去分词。
【设计意图】通过老师讲述自己童年的小故事，让学生通过上下文语境比较容易地总结出规则。
2.Encourage students to tell their stories that happened during their childhood.
【设计意图】
环节四：Discussing and writing
1.Ask the students to discuss and write the following questions in groups
A. Why is it difficult for parents to communicate with their teenage children？
B. If you were your parents， how would you communicate with your children？
C. If you had done everything as your parents told you， what would have happened to you？
D. If you had refused all advice from your parents ，what would have happened to you？
2. Let the students organize a short passage named “If I were a parent” by using the answers of the above questions.
3. Let the students show their work.
（Each group choose one student to read his or her work to the class.）
【设计意图】写作是语言输出的过程，次任务可促进学生所学知识的再生和运用，培养学生用英语进行思维和表达的能力。本篇作文主要引导学生用虚拟语气表达自己的思维，这样使虚拟语气的知识再次得到巩固和应用。
环节五：Homework
Please write a composition about the communication between parents and teenage children by using subjunctive mood we have learned in this class.
参考文献
[1]汤燕霞.在英语语法教学中发展学生的思维能力[J].中小学外语教学（中学篇），2016（8）：24-29.
[2]林立.英語语法教学[M].北京：外语教学与研究出版社，2013.