英语语法学习中，对于虚拟语气的应用也是比较常见的。书读百遍，其义自见，以下是人美心善的小编给大伙儿分享的7篇英语语法网的相关文章，希望大家能够喜欢。
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江苏省如东县丰利镇凌河小学 黄福梅
小学英语教学，本着从孩子的兴趣出发，注重培养学生听、说、读、写等方面的能力，这就似乎要强调淡化英语语法知识的教学。而一提到语法教学，人们就会联想到枯燥、繁琐、应试教育等字眼，因而在很多公开课中教师都避开语法知识的讲解。但学生在学习英语时，如果不了解该语言的内部规则，那将影响学生准确地运用该语言进行交流，也会对她以后更长时间里的英语学习形成一定的障碍。许多专家认为，即使在小学阶段，孩子也需要一些语法知识帮助他们牢固地、正确地掌握语言。课程标准也要求在小学阶段要进行一些简单的语法教学。作为小学英语教师，我们就得考虑如何才能既保持孩子学习英语的兴趣，又让孩子掌握枯燥的语法知识。我认为，老师在教学过程中，要想尽一切办法，让艰涩难懂的语法知识变得生动活泼，简单易懂起来，让孩子学习语法知识成为一个不断自主探究和发现的过程，并在其中感受到学习的乐趣和自信。我试想在实施教学的过程中是否可以做以下一些尝试：
一、 比较分析 自主发现
在语法教学方面，外国教育专家提出了两种方法：“explicit grammar teaching”（显性语法教学）和“implicit grammar teaching”(隐性语法教学)。前者侧重在教学中直接谈论语法规则，语法教学目的直接明显；后者则在教学中避免直接谈论所学的语法规则，主要通过情景让学生体验语言，通过对语言的交际性运用归纳出语法规则。小学阶段的学习，我们主要以隐性语法教学为主，但到了小学高年级，学生学习的知识比较繁杂零碎了，时态也已经接触到三到四种了，如果还是概念模糊，老师不进行必要的语法讲解，学生头脑中的语言概念就会出现很多的不准确性，所以要进行必要的显性语法教学。但是，怎样去讲解，才能让学生既觉轻松，又能准确把握一些语法知识呢？我们知道每个学生都有探究和发现的欲望，所以我们老师要做好引导者和帮助者，带着学生一起去探究语言的奥秘，相信定会乐在其中的。例如在帮助学生巩固所接触到的几种时态的句型时，我们可以先给学生出示一组句子，如：
i cleann the house every week .
she watches tv every day .
they have a sports meeting every year .
然后让学生去讨论发现这一组句子的共同点及不同点，每个学生都会迫不及待地将自己的发现告诉老师，并且都会很努力地去发现其中的规律，在学生回答交流的基础上，老师只要再稍作点拨，便可很容易地总结出一般现在时句式的结构及特点。之后，我再要求他们分别用 now , last… , next….去替换句中的时间状语。这对于学生来说是一种大胆的尝试，他们的好奇心和探究意识会驱使他们很乐意去做这样的尝试。这一环节，还可以指导他们进行小组学习，再相互讨论和争辩的过程中，他们会不断有自己新的发现，比如几种时态的结构有什么区别，时间状语有什么区别，主语变化时动词有怎样的变化等。在同学的相互合作和启发中，一堂课的教学目标便也水到渠成地达到了，而且学生学得兴趣盎然，老师教的轻松自如。这样的教学方法不仅能保持学生高涨的学习热情，而且能培养学生良好的英语学习品质，为他们今后的学习奠定良好的基础。
二、 创设情境 意义先行
英国教育专家研究表明，孩子具有“go for meaning”的天性，即在语言学习时，孩子的注意力通常首先放在语言的意义上，他们很少注意到语言的形式或语言规则。而且，孩子在特定的情景中获悉语言意义的能力很强。由于孩子的关注点在语言的意义上，如果在开始授课时，教师首先谈论语法规则，势必导致他们不感兴趣。在教学中，我们要利用孩子的天性来帮助他们学习语言。首先，让孩子在一个有意义的情景中理解所教语法项目的意义；然后提供足够的机会让孩子在比较真实的语境中进行交际性活动，运用所学的语法项目；最后，在孩子理解并会运用的基础上，教师把孩子的注意力吸引到语法规则上来，进一步巩固所学的内容。例如在教学一般过去时时，教师先在黑板上出示一副黑白线条勾勒的图片，图片上时钟指向三点，让学生看数秒之后，
t: what’s in the picture?
s1: there is a ball ,a diary ,a desk , a chair , a mobile phone .
s2: i can see a vase , a camera , some flowers.
s3: there is a clock ,a photo ,a tv .
t: what time is it now?
s4: it’s 3 o’clock.
t: let’s try to remember the picture.
where is the pen ?( on the desk)
where is the ball?(under the desk)
where is the camera?(near the vase)
where is the mobile phone?(on the diary)
教师在黑板的另一边贴上一副场景一样的图片，不过是彩色的。图中的时间变成了三点半，物品的位置都发生了一些变化。
t: what time is it now?
s1: it’s half past three.
t: where is the pen now? is it on the desk ?
no ,it was on the desk a moment ago.
t: where is the camera? is it near the vase?
s2:no, it was near the vase a moment ago .
t:where is the mobile phone ?
s3: it’s under the diary.
t: where was it just now ?
s4:it was on the diary just now.
通过对图一和图二中相同物品位置的对比，突出现在时与过去时在时间概念上的区别和be动词的变化。之后再让学生自己选择图片上的物品进行对话练习。这一案例中，教师通过两张色彩基调不同的图片首先让学生感受了过去时与现在时的`不同情境，并通过操练，积累了be 动词由is 向was转化的经验。这种源自生活的真实情境使原本抽象的语法含义变得简单了，丰富的图片内容将语法概念情景化，让大量枯燥的机械训练变成自然有趣的实践运用。
三、 言简意赅 适时适量
除以上两点外，在解释语法项目时还要注意做到言简意赅，适时适量。解释清楚就可以了，不要嗦，费时费力太多，反而弄巧成拙，导致孩子糊涂生厌。有些些教师认为只有把语法尽可能详尽地解释，才能保证孩子运用的正确性，而且往往把还在犯的语言错误归因于语法讲解不够，其实，学英语就像学计算机或学汽车驾驶一样，太多的理论解释反而适得其反，最关键的是理解实践。而且，正如上面所说的孩子的抽象思维能力还没有完全发展，这方面的能力比不上成人，在涉及语法点时更应该注重趣味性和有效性结合。例如在教学be动词的用法时，一味讲解孩子会无所适从，也根本不知道你在说什么，所以我们可以借助一首儿歌来帮助学生理解记忆：
我是am ，
你是are，
is用在她、他、它，
其余都用are。
这样的儿歌朗朗上口，实用性很强，学生想不记住都难了。再比如在一般现在时（当主语是第三人称单数时）和一般过去时的否定句和疑问句中，后面的动词要还原，可学生总是记不住，我就采用形象法让他们记忆，说“保镖开路，动词还原”。这样一来，学生对这一语法点就记忆深刻，不会再忘了。另外平时教学中，我们还可以对教材内容进行开发延伸，自编一些英文小诗，帮助学生理解语法难点。例如我们可以创编这样的小诗帮助学生巩固一般现在时主语为第三人称单数时的句式结构：
where does he live? he lives near the bank .
where does he work ? he works at the bank .
when does he work? he works all day and all night.
where does he study? he studies at the bank
where does he sleep ? he sleeps at the bank .
why does he spend all day and all night at the bank ?
because he loves his bank .
还可以鼓励学生自己去创作小诗，有的学生也是做得很好的，有不少还能在学生中�
只要我们英语教师不断更新观念，巧作安排，化繁为简，化生硬为生动，，就定能让语法教学走出枯燥晦涩的阴影，让英语课堂上的语法教学焕发活力，提高教学的实效。
联系地址：江苏省如东县丰利镇凌河小学 226408
联系电话：15851323365
邮箱 ：siyueqiushui @
虚拟语气是一种特殊的动词形式，表示所说的话不是一个事实，而只是一种假设，愿望，建议，怀疑，猜测或不大可能实现的空想。
I.虚拟语气用在条件状语从句中
虚拟语气用在条件状语从句中，通常从句由连词if 引导。
1.与现在事实相反的虚拟条件句
条件状语从句主句
If +主语 +动词过去式主语+ would, should, could, might+原形动词
(be的过去式用were)
例如：
If I feared death, I wouldn't be a communist.
(刘胡兰)怕死就不做共产党员。
If there were no air, we couldn't live.
如果没有空气，我们就不能生活。
Example:
I would ask George to lend us the money if I ______ him.
A. had known B. knew C. have known D. know
I _____ it to him if I thought he would understand.
A. shall explain B. will explain C. would explain D. explain
2.与过去事实相反的虚拟条件句
构成
条件状语从句主句
If + 主语 + 动词过去完成式主语 + would, should, could, might+have + 过去分词
例如：
If you had come a few minutes earlier, you would have met him.
如果你早来几分钟，你就会碰上他。
If there had been no air in the tube, the result of the experiment would have been more accurate.
如果试管中没有空气，实验结果就会更精确。
Example:
If you hadn't gone with Tom to the party last night, _______.
A. you would meet John already
B. you won't have missed John
C. you will have met John
D. you would have met John
3.与将来事实相反的虚拟条件句
构成
条件状语从句主句
If + 主语+ should +原形动词主语+would,should,could,might或were+不定式+原形动词
例如：
If he were to come tomorrow, things would be easier.
假如他明天会来，事情就容易办了。
If the sand should be broken up, it would give out much energy.
如果沙子能被分解，它会释放出大量的能量。
注：在表示与将来事实相反的虚拟条件句中，从句中的should有时可以省略。如：
If he make the design, he might do it in some other way.
要是他来搞这个设计，他可能用另外的方法设计。
Example:
If the sea ____ to rise 50 feet, India would become an island.
A. will B. is C. was D. were
If you ____ to see Mary, what would you tell her?
A. are B. will be going C. must D. were
We might still catch the train if we ___.
A. make hurry B. haste
C. make haste D. hastily
4.错综时间的虚拟语气
在一些含有虚拟语气的句子中，如果主句与从句的谓语表示不同的时间，虚拟语气可有不同形式，即主句与从句各自按自己的时间构成虚拟形式。例如：
If I had met him before, I could recognize him.要是我以前遇见过他，我就能认出他了。
(从句表示与过去事实相反，主句表示与现在或将来事实相反)
If we were driving at a speed of 100 Li an hour, we would have arrived there 2 hours ago. 如果我们的行车速度每小时100里，两小时以前我们就会到达那里了。
(从句与现在事实相反，主句与过去事实相反)
Example:
If you _____ that late movie last night, you wouldn't be sleepy.
A. haven't watched
B. didn't watch
C. hadn't watched
D. wouldn't have watched
5.省略连词if
在条件状语从句中，如果有were, should, had，可以把连词if 省去，把 were, should, had 放在句首，构成条件意义。例如：
Should it rain tomorrow, what would you do? 万一明天下雨，你怎么办？
Were there no friction, we could not walk. 要是没有摩擦力，我们就不能行走。
Had we known about the new method, we should have applied it earlier.
如果我们过去知道这种新方法，我们早就应用了。
Example:
Had Alice been more hardworking, she _______.
A. had not failed B. would not fail
C. could not be failed D. would not have failed
_______ today, he would get there by Friday.
A. Would he leave B. Was he leaving
C. Were he to leave D. If he leaves
______ difficulties, we would be successful.
A. Should we overcome B. Would we overcome
C. Might we overcome D. Could we overcome
6.虚拟结构中省略主句或从句
虚拟结构中有时可省去主句或从句，并不影响意义的完整。
(1)省去条件从句
That would be fine. 那太好了。(省去了if you would come 或类似条件)
I wouldn't pass up the chance to visit China. 我不会放弃访问中国的机会。
We might have produced more coal. 我们可能生产出更多煤炭。
注：省略条件句，在试题中很少见到。
(2)省去主句，常用以表示愿望。从句谓语多用过去时或过去完成时。
If only she were here. 假如她在这儿该多好啊！
If only he lived! 假如他活着该多好啊！
If only I had known it before. 如果我早先知道这件事，那就好了。
Example:
If only it _____! but it is too late.
A. is avoided B. has avoided
C. could be avoided D. can be avoided
If only everything _____ out as we wanted it to in life!
A. is working B. worked
C. works D. has worked
dear xxxx,
xx and i have set the date — and we want you to be the first to know it. we’re going to be married very quietly at the community church on thursday, june the twelfth, at noon.
we want you to come to the ceremony, and also to the wedding banquet afterward at home.
we’ll be looking for you, xxxx, at eleven!
with my best regards!
with love,
name
[译文]
亲爱的xxxx，
xx和我已经决定了婚期，我们首先让您知道，婚礼定于六月十二日(星期四)正午在社区教堂举行。(日期和地点可以自行改动)
我们邀请您参加我们的婚礼，典礼结束后，请您出席在家中举行的喜宴。
我们期待着您在十一点到来！
致以我们最诚挚的问候！
您最亲爱的
名字
一座村子里住着一位贫穷的老太太，她摘了一盘豆子，准备煮熟了吃。她在炉子里点上火，为了让炉子烧得快一点，她生炉子的时候用了一把麦草。当把豆子倒进锅里时，她没有注意到一粒豆子掉了出来，落在地上的一根麦草旁。不一会儿，一块燃烧的煤炭也从炉子中跳了出来，落在它俩的旁边。于是，麦草开口说：“亲爱的朋友们，你们从哪里来呀？”煤块答道：“我总算幸运地从火里跳出来了。要是我没有使劲跳出来，我必死无疑，一定会被烧成灰烬。”豆子说：“我也成功地逃了出来，可要是那老太太把我倒进了锅子，我肯定会像我的伙伴们一样，被她毫不留情地煮成浓汤。”“难道我不是不幸中之万幸吗？”麦草问，“那个老太太把我所有的兄弟塞进炉火里，变成了轻烟。她一把就抓住了六十根，要了它们的命。幸好我从她的指缝里溜掉了。”
“可我们现在怎么办呢？”煤块问。
“我觉得，”豆子回答，“既然我们都幸运地死里逃生，我们就应该像好伙伴一样团结在一起。为了避免在这地方再遭到厄运，我们应该离开这里，到别的地方去。”
另外两位都觉得这是一个好主意，于是它们便结伴而行。没过多久，它们来到了一条小溪边，小溪上既没有桥，也没有跳磴，它们不知道该怎么过去。麦草灵机一动，说：“让我横躺在小溪上，你们可以像过桥一样从我身上走过去。”麦草说着便把自己的身子从小溪的这一边伸到了另一边。煤块性子比较急，立刻大着胆子走上了这座刚刚搭好的桥。可是它走到桥中间时，听到溪水在脚下哗哗地流淌，不由得害怕起来，站在那里不敢往前走。这下麦草燃了起来，断成两截掉进了小溪。煤块跟着掉了下去，碰到水发出咝的一声，就送了命。豆子一直谨慎地呆在岸上，看到这情景不由得放声哈哈大笑。它笑呀笑，笑得裂开了自己的肚皮。它本来也许就这样完蛋了，但幸运的是，一个外出找活干的裁缝正好坐在小溪旁休息。这位裁缝心肠很好，取出针线把它的肚子缝在了一起。豆子好好地谢了裁缝，可由于裁缝用的是黑线，所以豆子的身上至今还留有一条黑缝。
麦草、煤块和豆子的故事非常生动有趣，而且篇幅较短适合小朋友们阅读。麦草、煤块和豆子的故事告诉我们一个道理：没有把握的事情不要轻易尝试，对朋友要相互帮助，一起面对困难，不能嘲笑落魄的朋友！要不然自己可能会遭殃哟~
the straw, the coal, and the bean
in a village dwelt a poor old woman, who had gathered together a dish of beans and wanted to cook them. so she made a fire on her hearth, and that it might burn the quicker, she lighted it with a handful of straw. when she was emptying the beans into the pan, one dropped without her observing it, and lay on the ground beside a straw, and soon afterwards a burning coal from the fire leapt down to the two.
then the straw began and said: “dear friends, from whence do you come here?” the coal replied: “i fortunately sprang out of the fire, and if i had not escaped by sheer force, my death would have been certain,--i should have been burnt to ashes.” the bean said: “i too have escaped with a whole skin, but if the old woman had got me into the pan, i should have been made into broth without any mercy, like my comrades.” “and would a better fate have fallen to my lot?” said the straw. “the old woman has destroyed all my brethren in fire and smoke; she seized sixty of them at once, and took their lives. i luckily slipped through her fingers.”
"but what are we to do now?” said the coal. “i think,” answered the bean, “that as we have so fortunately escaped death, we should keep together like good companions, and lest a new mischance should overtake us here, we should go away together, and repair to a foreign country.”
the proposition pleased the two others, and they set out on their way together. soon, however, they came to a little brook, and as there was no bridge or foot-plank, they did not know how they were to get over it. the straw hit on a good idea, and said: “i will lay myself straight across, and then you can walk over on me as on a bridge.” the straw therefore stretched itself from one bank to the other, and the coal, who was of an impetuous disposition, tripped quite boldly on to the newly-built bridge. but when she had reached the middle, and heard the water rushing beneath her, she was after all, afraid, and stood still, and ventured no farther. the straw, however, began to burn, broke in two pieces, and fell into the stream. the coal slipped after her, hissed when she got into the water, and breathed her last. the bean, who had prudently stayed behind on the shore, could not but laugh at the event, was unable to stop, and laughed so heartily that she burst. it would have been all over with her, likewise, if, by good fortune, a tailor who was traveling in search of work, had not sat down to rest by the brook. as he had a compassionate heart he pulled out his needle and thread, and sewed her together. the bean thanked him most prettily, but as the tailor used black thread, all beans since then have a black seam.
格林兄弟：雅科布·格林、威廉·格林都是德国民间文学搜集整编者。出身官员家庭，均曾在马尔堡大学学法律，又同在卡塞尔图书馆工作和任格延根大学教授，1841年同时成为格林科学院院士。他俩共同编成《儿童与家庭童话集》(1857年出最后一版，共216篇故事)。其中的`《灰姑娘》、《白雪公主》、《小红帽》、《勇敢的小裁缝》……等名篇，已成为世界各国儿童喜爱的杰作。此外，格林兄弟从1808年起，开始搜集德国民间传说，出版《德国传说》两卷，共585篇。他们还编写了《德语语法》(1819～1837)、《德国语言史》(1848)及《德语大辞典》(1852)前4卷等学术著作，为日尔曼语言学的发展做出了贡献。
1.虚拟语气用在 suggest, demand, insist, ask, move, advise. desire, order, propose, require, recommend, request, maintain, vote 等表示建议，命令，请求的动词后的宾语从句中，从句的谓语用 should + 原形动词，但美国英语中常要省去 should 。例如：
I suggest we start at once.
They propose that you (should) read the rules carefully.
The commander ordered that the soldier fire at the enemy.
He insisted that he go there on foot.
I move that the meeting be adjourned. 我提议休会。 move:(在会议上)提议，动议
Example:
He insisted that we all ______ in his office at one o'clock.
a. be b. to be c. would be d. shall be
He asked that it ______ done right away.
a. is b. be c. shall be d. must be
He recommended that John ______ with him.
a. must go b. went c. will go d. go
2.虚拟语气用在 It is + 形容词(或过去分词)+ that... .的主语从句中，表示要求，建议，提议，命令，请求等，英国英语中从句的谓语用“should +原形动词(或完成式)构成”，而美国英语中则要求用原形动词。该句型中常用的形容词或过去分词有：advisable, desirable, essential, important, better, keen, natural, necessary, probable, possible, strange, vital, desired, demanded, requested, suggested, recommended, required 等。例如：
It is necessary that the machine (should) be oiled once a week.
It is important that everyone (should) obey the law.
It is suggested that you take a walk after supper.
Example:
It is necessary that he ______ in time to attend the meeting.
a. come b. came c. would come d. need come
It was proposed that the matter ______ discussed at the next meeting.
a. would be c. will be c. was d. be
It is strange that she ______ in the last examination.
a. should have failed b. have failed c. would fail d. failed
3.虚拟语气用在与表示建议，要求，提议，命令，请求等意思有关的同位语从句和表语从句中，英国英语中要求从句谓语用“ should + 原形动词”，而美国英语中则要求用原形动词， 但在 as if, as though引导的表语从句中，从句中谓语用动词过去式或过去完成式，表示对现在或过去的虚拟。例如：
He complied with the requirement that the experiment (should) be done tomorrow.
他同意明天再做实验的要求。虚拟语气用在其它名词性从句中
He looks as if he were tired.他面带倦容。
We agree to the suggestion that they (should) work on night shifts in turn.
我们同意轮流值夜班的建议。
His order is that you (should) send the materials to the work site at once.
他的命令是你们要把材料立即送到工地。
Example:
Your advice that she ______ till next week is reasonable.
a. will wait b. is going to wait c. waits d. wait
Jane appears as though she ______ the secret.
a. knows b. has known c. had known d. knew
He looked as if he______ ill for a long time.
a. was b. were c. has been d. had been
4.虚拟语气用在 It is (high, about) time (that) 句型中，定语从句中谓语用动词过去式，意指将来。例如：
It is time (that) we went home.
It is high time we had the meeting.
It is time you left.
It is time that I was off.
注：如果主语是单数第一，三人称，动词 be常用 was 。
Example:
We've been sitting here doing nothing about it for days. It's time we ______ the problem.
a. shook hands with b. got to brass tacks with
c. got to grips with d. reached the bottom of
词组 get (or come) to grips with 为“开始努力对付”。
It is high time we _______ off.
a. are b. were c. be d. will be
It is ______ we did something about redecorating the sitting room.
a. high time b. long time
c. good time d. full-time
练习题：
1. The doctor suggested that he ______ a short leave of absence.
a. will take b. would take c. take d. took
2. We demand that atomic weapons ____ .
a. be prohibited b. will be prohibited
c. are prohibited d. ought to be prohibited
3. It was suggested that transistors _____ in such devices.
a. should be used b. should use
c. can be used d. were using
4. The tutor recommended that she _______ this book.
a. must buy b. buy
c. should have bought d. buys
5. The housemaster was strict. He requested that we ______ television on week nights.
a. not watch b. must not to watch
c. not be watching d. have not watched
6. My father did not go to New York, the doctor suggested that he ______ there.
a. not to go b. won't be
c. not go d. not go to
7.I demanded that the students each ______ a plan for the summer vacation.
a. would make b. will make c. make d. made
8. It is surprising enough that such a horrible thing ____ there.
a. happened b. will happen
c. should happen d. has happened
9. It was urgent that she ______ the master immediately.
a. call b. calls c. called d. would call
10. He looks as if he _____ nothing about it before.
a. knows b. had known
c. has known d. wouldn't know
11.My idea is that we ______ the challenge.
a. ought accept b. will accept
c. accept d. are accepted
12. The sun rises in the east and sets in the west, so it seems as if the sun ______ round the earth.
a. is circling b. has circled
c. should circle d. were circling
13. It was suggested at the meeting that effective measures _______ to solve the problem.
a. be taken b. must be taken
c. were taken d. take
14. It's advisable that he ______ with a clearly defined goal in mind.
a. must go b. go c. will go d. goes
15.It seemed as if all of sudden the animal _____ danger in the air.
a. has smelt b. had smelt
c. smelt d. would smell
16.It is better that the book ______ on the low stool.
a. put b. puts
c. should be put d. be put
17.He moved that the report ______.
a. should accept b. should be accepted
c. be accept d. would be accepted
18.The professor gave orders that the test ______ before 5:30.
a. be finished b. will be finished
c. will finish d. shall finish
19.It's time he ______ something for his coming examination.
a. do b. does c. will do d. did
20.It was essential that all the necessary documents ______ to the dean's office before Friday.
a. be handed in b. must be handed in
c. had been handed in d. should hand in
21.It is highly desirable that a new president _____ for our institute.
a. appointed b. be appointed
c. has been appointed d. is appointed
22. The government ordered that the pollution problem of this city ______ within six months.
a. would solve b. would be solved
c. should be solved d. must solve
23. It is natural that much research ______ to overcome corrosion.
a. should make b. will make
c. is made d. should have been made
24. It is important that a consultant engineer ______ familiar with modern developments.
a. is b. being c. be d. has been
25. Since her blood pressure is much higher than it should be, her doctor insists that she _____.
a. will not smoke b. is not smoking
c. didn't smoke d. not smoke
1.虚拟语气用在由as if, as though 引导的方式或让步状语从句中，一般情况下，如果主谓语动词为现在时，从句谓语多用过去时；如果主句谓语为过去时，从句谓语多用过去完成时。虚拟语气用在 even if, even though, whatever引导的状语从句中，从句谓语可参照由if引导的虚拟条件从句的谓语，一般用过去时或过去完成时。例如：
This old machine runs as if it were a new one.
The old worker works as though he were a young man.
Even though she had been here very soon, she would not catch the train.
Example:
He has just arrived, but he talks as if he ______ all about that.
a. know b. knows c. known d. knew
I can't stand him. He always talks as though he _____ everything.
a. knew b. knows c. has known d. had known
______ I used a lot of examples I still could not get my idea across.
a. Since b. But that c. Now that d. Even though
2.虚拟语气用在so that, lest (唯恐), in case (万一), unless, in order that(为了，以便), that(为了，以至于), for fear that (生怕，以免), on condition that (如果)等引导的目的，条件状语从句中，从句谓语 may 或 might+原形动词，也有用 should, can, could+原形动词构成的。例如：
The teacher explained the law once more in order that we might understand it better.
Some people eat so that they may live. Others seem to live in order that they may eat.
一些人吃是为了生存，而另一些人似乎是活着就是为了吃。虚拟语气用在其它状语从句中
I left him a note with my address on for fear that he should not know where to see me.
The heroes gave their lives that we might live a happy life.
为了我们过上幸福生活，英雄们献出了自己的生命。
Example:
In case I ______, I would try again.
a. will fail b. would miss c. should fail d. shall miss
You should exercise vigilance _____ you should be killed.
a. so that b. lest c. therefore d. that
3.虚拟语气用在由 “whether” 引导的让步状语从句中，从句谓语用原形动词。例如：
All engines work on this principle, whether they be large or small.
所有发动机都按这一原理工作，无论它们是大还是小。
We must finish the work before we go home, whether it be early or late.
无论时间早晚，我们必须在回家前干完工作。
All matter, whether it be gas, liquid or solid, is made up of atoms.
所有物质，不论是气体，液体，或固体，都是由原子构成。
在此句型中，可省去 whether ，而将be放在主语前。例如：
Be it so, we must continue to do the test.
We must do our best to fulfil the task, be it ever so hard.
Example:
______ I'll marry him all the same.
a. Were he rich or poor b. Be he rich or poor
c. Whether rich or poor d. Being rich or poor
练习题：
1.______, I must do another experiment.
a. It is ever so late
b. Ever so late it
c. Be it ever so late
d. Whether be it ever so late
2.The young driver looked over the engine carefully lest it ______ on the way.
a. goes wrong b. would go wrong
c. went wrong d. should go wrong
3.Machines are often oiled so that they ______ well.
a. ran b. runs c. should run d. running
4.Even if he ______ very busy, he would have kept on learning English.
a. had been b. was c. were d. had being
5.Supposing the weather ______ bad, where would you go?
a. is b. will be c. was d. were
6. ______, he could not succeed.
a. However, he tried that
b. He tried however hard
c. However he could try
d. However hard he tried
7. Even though the enemy ______ wings, they couldn't escape from our encirclement.
a. had b. had had c. have d. has
8.She described the accident as if she ______ it herself.
a. saw b. has seen c. had seen d. sees
9.He came to meet us at the station for fear that we ______ the wrong way.
a. take b. should take c. took d. had taken
10.The car looked very dirty, as though it ______ hundreds of miles.
a. run b. runs c. has run d. had run
11.The teacher spoke slowly in order that we ______ no difficulty in following him.
a. should have b. had
c. will have d. didn't have
12.All magnets behave the same, ______ they large or small.
a. how b. are c. be d. were
13.At the beginning he didn't want to speak English lest he _____ mistakes.
a. will make b. should make
c. would make d. can
14. I remember the whole thing as if it ______ yesterday.
a. happen b. happens c. happened d. happening
15.She stayed at home for a few days so that she _____ her mother.
a. takes care of b. took care of
c. might took care of d. might take care of
16.She took up the meter with care for fear that it _____ .
a. is damaged b. to be damaged
c. should be damaged d. was damaged
17. In many cases the heating effect is neglected as if there ______ no flow of current along the wire.
a. are b. were c. is d. being
18.I'll put the money on the table just in case you ______ it.
a. might need b. would need
c. needed d. may have needed
19.Providing you ______ the opportunity to go abroad, which country would you want to visit first?
a. have b. will have c. had d. have had
20.The business of each day, ______ selling goods or shipping them, went quite smoothly.
a. it being b. was it c. it was d. be it
本单元围绕“野生动物保护”这一中心话题进行听说读写的训练，其中阅读部分“how daisy learned to help wildlife” 描述了一个名叫daisy 的女孩以特殊的方式从濒危动物那里学到了野生动物保护的知识。daisy 的学习方式，方法和过程非常奇幻，她乘着飞毯周游世界，首先来到了，同藏羚羊的对话中了解到了濒危野生动物的现状和原因。然后飞到了津巴布韦通过大象的介绍，明白了动物保护的重要性和措施，最后来到了热带雨林，从猴子口中懂得了保护野生动物还应该关注他们生活的环境，了解他们的习性。最后daisy 在奇幻之旅结束时提高了保护野生动物的意识，表达了她的感受和决心。文章立意新颖，近似于童话，活泼有趣，行文结构清晰，层次分明。
二、设计思路：
学生阅读的过程就是随着daisy学习动物保护的过程。学生是以听说读写的方式从课本，网络等课程资源中获取关于动物保护的信息。基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，因此采取了任务型教学的模式，制定出班级总任务是制作以保护各种濒危野生动物为主题的，题为 “let’s help wild life”的英文网站。这个网站是由若干网页组成，网页内容是以一种濒危动物的保护为主题，因此把全班以四人为一组分成若干组，小组任务是制作这张网页。
要完成任务，学生必须确定濒危动物是什么，内容和语言，以及设计制作，具体步骤是课前分组查找濒危动物有哪些，自主选择他们最关注的一种动物，课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，完成网页的制作，这样，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力， 提高了自主学习的意识和能力。
三、学情分析：
所授课学生为我校高一学生，经过第一模块的学习，学生了解并学会了运用以小组合作的方式进行合作学习，学生具备基本的阅读能力，阅读技巧和方法。但尚未掌握有效的方法克服阅读中的生词障碍。濒危野生动物保护是学生熟悉和关心的话题，但用以表达话题的语言积累不足。此外，虽然学生的学习资源丰富，但未能恰当的利用资源进行语言学习。因此设计好学习任务，方法和步骤是提高阅读能力，进一步巩固和加强英 语学习策略的关键。
四、教学目标：
知识与技能目标：
1.学生通过回答问题，填写图表，连线，等方式获取并理解有关daisy 如何学到的关于野生动物保护知识的信息。
2. 能够运用所获取的信息简单描述关于濒危动物，藏羚羊的保护情况。
3．利用资源策略，完成以保护野生动物为主题的网页制作。
情感与态度目标：
1. 通过获取野生动物保护知识，提高保护野生动物的意识。
2. 通过小组合作，学生提升了合作意识；学生增强了自信，维持并提高了对英语学习的兴趣。
教学重点和难点：
获取并理解关于daisy 学到关于濒危动物保护的知识的相关信息，并迁移运用到谈论关于对藏羚羊的保护。
五、教学过程：
pre-reading
i. task presentation:
class task: build up a website about wildlife protection, called “ let’s help wildlife”
team task: produce a web page about protecting one kind animal that you are concerned about.
ii. names collection:
collect the names of endangered animals that they decide to protect.
iii. inquiry question:
show the ss two questions to think over and ask them to answer by the end of the
class.
q1. why should we protect wildlife?
q2. what do you learn from the text to help wildlife?
设计意图：学生明确了学习目标，从而激发了学生的阅读动机，探究性问题使学生在学习过程中处于主动认知的状态，开启了他们的思维之门，知识之窗。
iv. prediction.
1. ss read the title and predict what the text talks about.
2. ss compare the title of the text with their task.
设计意图：学生比较课文标题和任务标题，发现相似之处，使学生明确了其制作网页的内容就是来源于课本内容，要想完成任务就要学好课文，课文为其任务的达成提供了依据和帮助。
while reading--- fast reading
ss skim the text and answer the following questions:
q1. where did daisy go?
q2. how did she go there?
q3. what animals did she meet?
设计意图：学生了解文章主要内容，培养学生快速浏览阅读材料确定主要信息的
技巧。图文结合的形式增强了学生的感性认识，使学生意识到动物保护是全球范围的行动。加深了对文章内容的印象。
while reading--- detailed reading
para 1.
i. ss read the first paragraph and answer the following questions.
q1. what is the situation of antelope in tibet?
q2. why has the antelope become endangered?
q3. is there any protection provided?
possible answers:
situation: decrease
reason: be killed for the fur beneath its stomach
no protection
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
ii. language understanding.
1. ss understand the sentence by looking at the picture and choosing correct answer. “we’re being killed for the wool beneath our stomachs. our fur is being used to make sweaters for people like you.
q: which part of an antelope is used to make wool sweater?
设计意图：并且利用非语言信息帮助学生理解文字信息。
2. ss paraphrase the word “respond” andtalk about the method of guessing the new word.
“ where do you…?”it asked. daisy responded immediately. “i’d like to…”
method: 利用动作的顺承关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
iii. ss get to know more reasons why wildlife can be endangered.
1. ss brainstorm the reasons