英语 在学习虚拟语气这章的疑惑：1,高中阶段学习的重难点是什么?怎么样传授这章?2,我怎么判断什么时候是对 现在,过去,

英语
在学习虚拟语气这章的疑惑：
1,高中阶段学习的重难点是什么?怎么样传授这章?
2,我怎么判断什么时候是对 现在,过去,将来的虚拟,每次只能死套 从句和主句表格那个语法书上的公式,怎么样不死背,而 判断是对现在,过去,将来虚拟?

虚拟语气是有八九个句型.每个句型要让学生逐渐掌握,一次教两个.归类一下来教授,最后进行归纳总结.
还要注意：要动脑子背,在教给学生时要生动有趣,让学生觉得很容易掌握.然后再慢慢做题加以巩固.
1、一般句子中的时间状语是关键的提示词,所以一定要找到时间状语.
2.在与if引导的非真实条件句中虚拟语气看似复杂,如果用心研究就能看出门道的：
if 从句中只有在与将来事实相反的时候才有should,而主句中必须有should/would/might/could 出现.(这四个词可以看作是shall, will,can, may的过去式.）
3.虚拟句型都有自己的特点,比如order, demand, request, require, advise等这些表示命令要求的动词后接从句时要用should+动词原形,should 可以省略.
这些动词所对应的名词后接从句时也要用should+动词原形表示虚拟.
我这里有份教案,供你参考一下吧:
英语语法是学生学习中的一个难点,特别是虚拟语气,该怎样生动有趣地传授给学生,并能让学生学以致用呢?
教学重点：1、让课堂成为学生们运用英语进行实践活动的地方,让全体同
学参与语言实践,合作学习；2、掌握正确运用虚拟语气对现在、将来的虚拟,对过去的虚拟的表达.
教学难点：让学生学会正确地运用虚拟语气
学法：习得——运用,先听后说,小组合作
教学手段：声情并茂,创造情景,启发诱导
具体步骤：
1、 示范游戏第一轮.值日报告、现场评论完毕,我面带笑容说,Let’s play a game !让学生自动上来.居然一来就5位.站成一排.
指令1：We’ll speak English here.It doesn’t matter if you speak slowly.But you have to speak clearly and loudly.
指令2（向全体）：Listen carefully. If you were him or her,what would you say?Give help if necessary.
就绪,我进入状态,做异想天开状,say:I want to have a car,示意挨我而立的S1接下去说,悄悄提示：What would happen if I had a car?
S1:If you had a car,you would have a car accident.
S2:If you had a car accident,you would have to be sent to hospital.
S3:If you were sent to hospital,we would go to see you.
S4:If we went to see you,we would take along some fruit.
S5:If we took along some fruit,you would be happy.
I:If I we were happy,I would recover soon.
掌声……
2．示范游戏第二轮.第二批,上来6位.我告之,现在的句子要跟刚才的有所不同.我做严肃状.A fire broke out in my village last night. 示意挨我而立的S1接下去说,悄悄提示:What would have happened if the fire hadn’t broken out ?
S1:If the fire hadn’t broken out, I wouldn’t have called 119.
S2:If you hadn’t called 119,the firemen wouldn’t have come.
S3:If the firemen hadn’t come,the fire wouldn’t have been put out.
S4:If the fire hadn’t been put out ,the firemen wouldn’t have left.
S5;If the firemen had left,the fire would have broken out again .
S6:If the fire had happened again,the firemen would have come again.
I:I wish it were all not true!
哄堂大笑.掌声……
3．板书：If sb. did sth,sth. would happen.(for the present)
If sb. had done sth.,sth would have happened.(for the past)
4.小组活动.自由组合,play the game.指令：Make sure you play two different ones,using these on Bb.各个兴致盎然地说着.我环绕四周,聆听他们的语言.二十分钟后Game over.问全体：Were you speaking English?Were you using subjunctive mood?大声齐答：Yes!
5．归纳总结,布置作业：write two short passages,using the given situations:
If I were not a student…
If I hadn’t attended the lecture last Wednesday…
说明一：游戏示范时上台的学生接龙句子遇到困难,向同学求助,在得来的句子上进一步接龙,不对不罢休.习得语言并运用语言,尝到成功的快乐.
说明二：全体学生动起来,不仅开口说 ,而且用body language.每位同学用双手两个大拇指,遇到从句和主句谓语结构都说对的,Two thumbs up! 说一半对的One thumb up ,one down. 互相激励,互相学习,直到说出的句子准确.
说明三：本节课教学任务按时完成,语法重点突出.写能及时跟上.轻松愉快,水到渠成.
反思
本节课的最大亮点是课型设计.做游戏贯穿了始终.学生从听到说,从观望到自己做,逐步习得并运用语言.各个洋溢着笑容,乐中学,学中乐.回顾本节课的上课过程的开篇,从上课铃响——大声问候——值日报告——部分play/watch the game——全体play the game,自始至终都处于积极的状态,有较高的成就动机.而一个人的动机水平的高低,直接与学习自主呈正相关.成就动机越高,则学习自主性越强.奥苏伯尔指出,动机与学习之间的关系是典型的相辅相成的关系,绝非一种单向性的关系.同时,动机与兴趣息息相关,相辅相成,兴趣是动机的保证.
由如上的反思得到下面的相应结论：即课堂教学无论在何时,即使是语法课,外语学习中培养学生的兴趣尤为重要.
祝你学习愉快~