实用虚拟语气简单例句虚拟语气在简单句中的用法【范例8篇】

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虚拟语气简单例句虚拟语气在简单句中的用法【第一篇】

课时 6-1 备课人万兴安授课时间 .12

教学目标 1. learn something about volcano through reading.

2. the students can use what they have learned to describe volcanoes.

3. the students realize that human beings can overcome any hardship.

4. the students will improve the ability to solve problems.

教学重点 to master the useful new words & expressions in this period.

tand the text well.

教学难点 to use the new words & expressions correctly.

understand the reading materials of similar topics.

教、学具 a computer, a tape recorder & a projector, some slides.

预习要求 read new words in unit 10.

教师活动内容、方式学生活动内容、方式旁注

step 1 warming up

questions:

1. what’s the weather like today?

2. do you often care about the weather?

3. how do you hear about it?

4. have you ever heard of typhoon?

5. what words can you think of to describe the typhoon weather?

6. what will you feel in such kind of weather?

7. what about the hurricane? have you ever heard about it?

8. what about volcano?

9. how is a volcano formed?

10. where is the most possible place that a volcano may erupt?

11. do you know how a volcano works, if you do, describe it?

step 2 pre reading

show a picture

(the body of the people, exactly, the body of the people in the town of pompeii in the southern italy.----show a picture of the relics of the town of pompeii.).

show another.

(a volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)

step 3 while reading

q5: heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the atlantic ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

q9: 1). show a video about the eruption of a volcano.

2). show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. that is, the rocks is very, very hot and melted to gas and liquid. and they try to get out like the steam and boiling water.

task 1 skim the text and answer the following questions.

q1: what is described in the following passage?

q2: when and where did it happen?

q3: who is the writer of the letter?

task 2 decide whether the sentences are true or false.

1. a volcano erupted on the 24th of august in 79 bc in southern italy.

2. my uncle planned to save his friend’s wife rectina.

3. my uncle went to rescue pompy after saving rectina. 4. the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5. they decided to try the open air instead of staying in the house. 6. it was night when the volcano erupted.

task 4 scan the text & fill in the following form.

task 5 arrange the following statements according to the right order.

1. he decided to rescue his friend pompy.

2. some people watched an unusual cloud rising from a mountain. 3. rectina begged him to save her.

4. he ordered a boat made ready.

5. two slaves helped him stand up and immediately he fell down dead. 6. he bathed and had dinner.

7. a rain of rocks was coming down.

task 6 read the text again and explain what the words in bold refer to: it, the one, the other, their, they

homework.

1. (in the first period)find out some sentences you enjoy most, & try to recite them as possible as you can.

2. refer to the website to know more about the volcano.

/yanjiu/gta

/zlg/huoshan

ss answer:

the eruption of the volcano called mount vesuvius.

on the 24th of august in 79 ad in southern italy.

pliny, the younger.

check answers: 3t,5t

ss read the text again and rearrange the order：

2431675

check answers:

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend pompy

their: flames

they: scared people

ss finish their homework.

课题 sefcb2unit 10 课时 6-2 备课人万兴安授课时间

教学目标 1. the students can use what they have learned to describe volcanoes.

2. the students realize that human beings can overcome any hardship.

3. the students will improve the ability to solve problems.

教学重点 to master the useful new words & expressions in this period.

tand the text further

教学难点 to use the new words & expressions correctly.

understand the reading materials of similar topics.

教、学具 a tape recorder , a projector, some slides.

预习要求 read the text of unit 10.

教师活动内容、方式学生活动内容、方式旁注

step 1 go over the text

get ss to listen to the recording of the text.

step 2 revision

check their homework

step 3 post reading

task 1 the uncle of the writer was not afraid of what was happening. how do you know? give three examples that show he had no fear.

task 2 further understanding

1. how does nature form a danger to people in the world and how can science help reduce that threat?

2. what’s the relation between human beings and nature?

3. what should we do to protect the environment that we live in?

5r policy.

show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the project hope.

show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans. listen to the text

check their most enjoyable sentences in the text. get some of them to recite some of the sentences.

answer:

1. he wrote a report about all he observed during his trip.

2. rescued pompy, calmed down, bathed and had dinner, sleep, etc.

3. slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

1. reduce: reduce the amount of waste by every possible means.

2. reuse: reuse the useful things before getting rid of them.

3. recycle: recycle the waste things if possible.

show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

step 4. language points.

1. draw one’s attention to sth. 吸引某人的注意力

eg. she drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. the urged iraq to give up.

4. upon arrival: as soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. he looked more asleep than dead.

eg. the pig looks more lovely than stupid.

eg. the boy looks more stupid than angry.

step 5 homework

finish exercise 2 at page 77 in sb..

bb design:

4. recover: make use of good parts while getting rid of the bad ones.

5. repair: repair the broken things.

ss listen and take notes when necessary.

finish the homework

check answers next time.

课题 sefcb2unit 10 课时 6-3 备课人万兴安授课时间

教学目标 1) understand the listening text in the workbook.

2) the ss can express emotion, anxiety and fear properly.

3) know more about typhoon.

教学重点 to master the useful new words and expressions.

教学难点 how to use what the students have learned to describe a nature disaster.

教、学具 a computer, a projector & a tape recorder

预习要求 nothing but to read the new words.

教师活动内容、方式学生活动内容、方式旁注

step1 revision

check homework.

虚拟语气简单例句虚拟语气在简单句中的用法【第二篇】

i. brief statements based on the unit

do you like poetry? have you read a limerick? the whole contents of unit 4 are about poetry. four separate parts consist of this unit. first, the simple questions bring the students back to the poems, songs and rhymes they have learned. by reciting them, the students will be struck by the words and colorful meaning of some poems. then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. this will greatly raise the students interests about poems. they will be sure to want further information about english poems. the text“english poetry”describes the advantages of reading poems. plenty of detailed information about the history and development of english poems is also given in the text. the comparison of english and chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. the text sings high praise for the two great translators --lu xun and guo moruo. however, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. this means that we should read original works instead of translated ones as many as possible. plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. the third part is mainly about past participle used as attribute and adverbial. through different kinds of exercises the students can master this part well. at the end of this unit,

a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. a simple and practical way to enjoy the poems is shown to us. this will encourage more students to join in the learning and appreciating poetry. the students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.

ii． teaching goals

1. talk about english poetry.

2. practice expressing intention and learn about the past participle (3) used as adverbial.

4. write about a poem.

iii. teaching time: five periods

iv. background information

1. shakespeare

for any englishman, there can never be any discussion as to who is the worlds greatest poet and greatest dramatist. only one name can possibly suggest itself to him: that of william shakespeare. every englishman has some knowledge, however slight, of the work of our greatest writer. all of us use words, phrases and quotations from shakespeares writings that have become part of the common property of english-speaking people. most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of hamlet and complained that it was full of well-know proverbs and quotations!

shakespeare, more perhaps than any other writer, made full use of the great resources of the english language. most of us use about five thousand words in our normal employment of english; shakespeare in his works used about twenty-five thousand! there is probably no better way for a foreigner (or an englishman) to appreciate the richness and variety of the english language than by studying the various ways in which shakespeare used it. such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of english usage, and the meaning of many words, have changed since shakespeares day.

it is paradoxical that we should know comparatively little about the life of the greatest english author. we know that shakespeare was born in 1564 in stratford-on-avon and he died there in 1616. he almost certainly attended the grammar school in the town, but of this we cannot be sure. we know he was married there in 1582 to anne hathaway and that he had three children, a boy and two girls. we know that he spent much of his life in london writing his masterpieces. but this is almost all that we do know.

however, what is important about shakespeares life is not its incidental details but his products, the plays and the poems. for many years scholars have been trying to add a few facts about shakespeares life to the small number we already possess and for an equally long time critics have been theorising about the plays. sometimes, indeed, it seems that the poetry of shakespeare will disappear beneath the great mass of comment that has been written upon it.

fortunately this is not likely to happen. shakespeares poetry and shakespeares people ( macbeth, othello, hamlet, falstaff and the others) have long delighted not just the english but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.

2. about shakespeares plays

william shakespeare ( 1564 ～ 1616), english dramatist and poet, is regarded by many people as the greatest english writer of all time. he wrote his first play when he was twenty-six years old. within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. of all his plays,“hamlet” is perhaps the best known. his plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. many of the words first used by him, and many of his expressions have become everyday usage in english speech and writing.

of shakespeares plays have come down to us. their probable chronological order is arranged as follows： the first period(1590～1600)

1590--henry vi, part i.

henry vi, part ii.

1591--henry vi, part iii.

1592--richard iii.

the comedy of errors.

1593--titus andronicus.

the taming of the shrew.

1594--the two gentlemen of verona.

loves labours lost.

romeo and juliet.

1595--richard ii

a mid-summer nights dream.

1596--king john.

the merchant of venice.

1597--henry iv, part i.

henry iv, part ii.

1598--much ado about nothing.

henry v.

the merry wives of windsor.

1599--julius caesar.

as you like it.

1600--twelfth night.

the second period( 1601～ 1608) :

1601-- hamlet.

1602--troilus and cressida.

alls well that ends well.

1604--measure for measure.

othello.

1605--king lear.

macbeth.

1606--antony and cleopatra.

1607--coriolanus.

timon of athens.

1608--pericles.

the third period(1609～1612) :

1609--cymbeline.

1610---the winters tale.

1612--the tempest.

henry viii.

the first period

teaching aims:

1. talking about poems to raise the students interest in poems.

2. listening to improve the students listening making up dialogues to improve the students speaking ability.

teaching important points:

1. how to get the students to grasp the main idea of a passage by listening.

2. how to improve the students speaking ability.

teaching difficult point:

how to direct the students to grasp the detailed information to finish the listening task.

teaching methods:

1. pair work or group work to make every student join in the class activities.

2. discussion to make every student express himself freely.

teaching aids:

1. a tape recorder

2. a computer

3. a projector

teaching procedures:

step i greetings and revision

t: good morning, everyone!

ss: good morning, mrs/mr × !

t: sit down, please. have you finished your homework?

ss: yes.

t: please take out your exercise-books. lets check your homework. wu dong, …

(teacher checks the students homework. then the teacher and students learn the new words of this period together. )

step ii warming up

t: do you like poetry, sa?

sa: yes, i do. i like it very much.

t: why do you like it?

sa: i learn a great deal from poetry. when i was a small child, my mother taught

me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。and she explained the meaning of it. i know from a little child that grain comes from pains and we should not waste whatever we eat.

t: how about you, sb ?

sb: i dont like poetry very much, because i had a bad memory when i was a small child. i like to make something.

t： what english poems, song words or rhymes have you read? can you recite any?

sc：ive read some english poems when i was in junior middle school. and it is

like this:

i love the sun

i love the sun,

i love the spring,

i love the birds,

that gaily sing.

i love my school,

i love my play,

and i love all,

that is nice and gay.

sd: i remember ive read a poem about the names of the months. it is:

thirty days have september.

april, june and november,

all the rest have thirty-one,

excepting february alone,

and that has twenty-eight days clear,

and twenty nine in each leap year.

t: very good. now turn to page 25. do the third part. do you know“打油诗”?

in english limerick is like“打油诗”in chinese. it is a special, funny poem and is written just to make people laugh. read the two limericks and enjoy them.

(students read the poems together and at last two students are asked to read them.)

t: what is the pattern of each poem? “pattern” means “格调”.

se: its funny. it is written just to make others laugh, i think.

t: now, please answer the last question on page 25.

sf :to talk about poets and poetry, we often use the words ：“good, bad,

interesting, funny, dull, meaningful, meaningless, etc”.

sa: we will also use“ moving, instructive, encouraging, make me happy, sad, etc”.

t: what phrases do you think will be useful when you express your intentions

and reach decisions?

sh :when we want to express our intentions, we often say: im going to…; i

intend/mean/plan to… ; i will…; i feel like (doing sth. )…; id like to… ; im ready to…; i would rather not…etc.

si：when we want to reach decisions, we often use: in my opinion, we should…;

whats your opinion? i think/believe/suppose we should…;i dont think its

necessary to…; we must decide…; i hope we can reach/come to/arrive at/ take/make a decision, etc.

step iii listening

t： now lets do listening. please turn to page 25 and read the instructions first. (students begin to read the instructions. some minutes later, teacher says the following. )

t: do you know what you should do after you listen to the tape?

ss: yes.

t： now ill play the tape. when i play it for the first time, do ex. 1, please.

when i play it for the second time, do ex. 2. if you have anything you dont

hear clearly, please let me know. at the end of listening, ill play the tape once more and give you enough time to check your answers. then check your answers with your partner. ill ask one or two students to give us their answers at last. do you understand what ive said?

ss: yes.

step iv speaking

t: lets do speaking. please open your books on page 26. there are four circles on this page. each circle lists some information about poems. they are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. ask your partner what kind of poetry he or she might want to read. choose a word from each circle and explain why you want to read a poem like that or not. work in groups or pairs. have a discussion and make up a dialogue to express what you want to say. the useful expressions on the screen might be helpful to you.

(teacher shows the screen.)

useful expressions

im interested to…but…

i think it will be too difficult to…

i think i might want to…

i think it will be boring…

i want to…

im very interested in…so…

id like to…

im not very interested in…so…

ive never heard of…so…

i hope to find…

ive never read any…so…

i dont know much about…

but…

t :( after a few minutes. ) have you finished?

ss: yes. t: now who will tell us your opinions? volunteers?

sa: and sb : (standing up. )well try. …

sample dialogue: sa--a; sb--b

a: what kind of poetry do you like to read?

b: i like to read poems about nature.

a: why are you interested to read such poems? b: when i read this kind of poem, it seems that i was in a different world. the things described in the poem seems to be real ones. they seem to be around me. i feel them and enjoy them.

a: what kind of poems are you not interested in?

b: im not interested in poems about pets. we have a lot of important things to do and i think i have no time to have pets. what about you?

a: im interested in poems about humour, because it can bring happiness to us. all the unhappy things are gone with the laughter.

t: very good. who else will do this?

sc and sd : well try. …

sample dialogue:

sc-a; sd--b

a: i know that you can recite plenty of poems. can you tell me what kind of poems you like?

b: i like the poems by li bai, especially the ones to describe nature.

a: for what reason do you like them?

b: when i read them, i feel comfortable. a poem of his is a beautiful picture hanging before us. i would go into the picture as i read them.

a: what kind of poems are you not interested in?

b: poems about broken hearts. they make me sad. whats your opinion?

a: i like the poems about the sea and i dont like the noes about death and broken hearts.

b: just like me!

step v summary and homework

t: in this period, our topic is about poems. we have talked a lot about

poems. what kind of poems do you like? this is an interesting topic. after class, go on with you topics and discussion. you can use the expressions we just mentioned on the screen. do you remember them? ok. please tell us. (students repeat the expressions and teacher writes them on the blackboard. ) thats all for today. class is over

step v the design of the writing on the blackboard

unit 4 a garden of poems the first period

useful expressions:

im interested to…but…

i think i might want to…

i want to…

id like to…

ive never heard of…so…

ive never read any…so…

i think it will be too difficult to…

i think it will be boring…

im very interested in…so…

im not very interested in… so…

i hope to find…

i dont know much about…but……

step vii record after teaching

____________________________________

虚拟语气简单例句虚拟语气在简单句中的用法【第三篇】

the british isles

(designed to the periods)

teaching aims and demands

1. topic: talk about british isles---- the uk and ireland.

2. vocabulary and useful expressions:

consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;

consist of, be made up of, make the most of, hold together, lie off, at one point, the atlantic ocean, run over.

3. function:

practise expressing agreement and disagreement

a. agreement:

i believe that you have got it right.

surely it must be….

yes, you are right, but ….

yes, i agree with you.

b. disagreement:

don’t you think that…..?

aren’t you confusing …..?

i don’t think that’s right ….

i don’t think so.

you must be mistaken……

no, you are wrong thinking that …….

i’m afraid you’re wrong …..

4. grammar:

noun clauses (1)---- subject/ object/ predicative/ appositive

what life will be like is the topic for today’s class discussion.

can you imagine that what man will look like in 1000 years?

the reason why he didn’t come to school is that he was ill.

the news that our football team was defeated is known to all.

5. using the language:

write a description of a town and the countryside

teaching procedure:

period 1.

step g up

1. brainstorming:

a. work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the uk and ireland.

b. use a map to let the ss know the location of the british isles.

2. following the steps of the warming-up on page 33.

step 2. pre-reading

1. show some pictures of famous architecture and famous scenery pictures of the uk and ireland.

2. group work: describe the pictures.

step 3. while-reading

1. scanning: ss read quickly and answer:

what are the most important facts about the united kingdom?

how many countries make up the british isles?

what are the most important facts about ireland?

2. ss read and get the main ideas of each paragraph.

step 4. post-reading:

finish the three questions on p 36.

step 5. assignment

surf the internet and get more information about the topic.

period 2.

step 1. warming up

spanide the ss into a few groups to do group work.:

choose one of the following topic to discuss: history / geography /culture / language

(after the discussion each group elect a speaker to report their result to the whole class.)

step 2. learning about the language

teacher explain some language points in the text on page 19--20.

1. the idea that english stands for fish & chips, the speaker corner and the tower of london is past.

that 引导同位语从句。more examples:

i made a promise that if anyone sent the bag back to me, i would share the money with him or her.

比较同位语从句和定语从句：

mother made a promise that excited all her children.

2. within the uk for many years now, there have been a growing movement to make the most of its cultural spanersity.

make the most of 充分利用

you have only a short holiday, so make the most of it.

3. between britain and ireland , in the irish sea, lies the small isle of man. to the southeast of britain lie the channel islands.

介绍或复习倒装句。

step 3. practice

1. ss finish the word study by themselves.

2. check the answer.

3. teacher gives ss suggested answer and tell them why if the ss have any problem.

step 4. assignment

1. learn the useful expressions by heart.

2. read the passage on p113-114, and finish the related exercises..

period 3

step 1. revision

check the comprehending ex on p114

step 2. discoverig useful structures

1. ss look at the following sentences and underline the noun clauses.

let ss themselves find the functions of the noun clauses.

study more examples .

exercises to consolidate the grammar.

what life will be like is the topic for today’s class discussion.

can you imagine that what man will look like in 1000 years?

the reason why he didn’t come to school is that he was ill.

the news that our football team was defeated is known to all.

4. finish ex1-4 on p38 for consolidation.

step 3. talking

1. ss four in one group and have a discussion about the topic on page 110

2. ss make notes during the discussion, and try to reach an agreement that is acceptable to all.

3. ss show their result to the class.

step 4. assignment

finish wb ex 1and 2 on page 112.

period 4. (listening & speaking)

step 1. listening

1. ss finish the listening task on page 33.

2. ss listen to the tape again and check the answers.

step 2 speaking

do the speaking practice as ususal, focusing the following expressions:

a. agreement:

i believe that you have got it right.

surely it must be….

yes, you are right, but ….

yes, i agree with you.

b. disagreement:

don’t you think that…..?

aren’t you confusing …..?

i don’t think that’s right ….

i don’t think so.

you must be mistaken……

no, you are wrong thinking that …….

i’m afraid you’re wrong …..

step 2. dealing with the ex 1-2 on p 109 of workbook.

step 3. listening skills

give the students some tips on how to improve listening while checking the ex.

a. make notes while listening;

b. grasp the most important information

period 5 (writing )

step 1. pre-writing

1. ss read the passage and get the general idea about it.

2. explain the skills on how to organize a paragraph.

step 2. while-writing

1. ss write a paragraph to introduce your town , including the landscape, culture relics, the most important features of your town, the people, their life, trade and culture.

2. ss exchange their writing and correct the mistakes.

3. ss rewrite the letter again.

step 3. after-writing

choose some samples and show them in class.

step 4. assignment

ss in group 3-5, make an plan to travel around the british isles.

period 6.

teachers can use this period freely.

suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish assessing on page 115. it is very important to improve their learning and let them have a sense of achieving gradually.

虚拟语气简单例句虚拟语气在简单句中的用法【第四篇】

ⅰ、状语从句中的省略用法

一、如果从句的主语和主句的主语一致，且从句的谓语含有be动词的某种形式（am/is/are/was/were），可同时省略从句的主语和be动词的某种形式。

1、when，while引导的时间状语从句

do be careful when (you are) crossing the /while (i was) on my way to work, i met her.

2、if，unless，once引导的条件状语从句 if (it is) properly treated, waste will do no harm to the environment.

i’ll not go to the party unless (i am) invited.

once (you are) caught stealing in a supermarket, you will be punished.

3、though，although，whether，no matter whether/what/how/who等引导的让步状语从句

he was happy, though/although (he was) r (she is) sick or well, she is always cheerful.

no matter how/however hard the task (is), we must fulfill it in time.（注：从句的主语和主句的主语不一致时，只省略从句中的be动词形式）

4、as if，as though引导的方式状语从句

he rubbed his eyes and yawned as if/though (he was) waking up after a long sleep.

he stood up as if/though (he wanted) to leave.（as if/though + to do表示一个将来的动作）

二、than，as引导的比较状语从句中的省略用法：

当不同的主语进行比较时，一般省略从句中的谓语；当从句中的主语与谓语（be动词除外）和主句中的主语与谓语相同时，通常省略从句中的主语和谓语，只保留比较部分。

he is taller than his brother (is).

i have as much as confidence in you as (i have confidence) in him.

三、以if从句为代表的状语从句中的特殊省略用法：通常省略了it is，that is，there is/are。

if (it is) possible/necessary, this old temple will be rebuilt.

if (that is) so, i will call you back at 5:00 pm.

there are only a few books in our school library, if (there are) any.

ⅱ、定语从句中的省略用法

关系词的省略关系代词that，which，whom等在限制性定语从句中充当宾语且不位于介词之后时，可以省略；in which或that在先行词way后作方式状语从句时可省略。

the man (that/who/whom) you visited last night is my grandpa.

i don’t like the way (in which/that) you treat the girl.

ⅲ、虚拟语气中if及should的省略

1、当条件状语从句中有were，had，should等时省略if，把它们提至句首，形成倒装句。

if i were a teacher, i would be strict with my students.= were i a teacher, i would be strict with my students.

2、suggest，insist，order，require等表示建议、要求、命令的动词后接的名词性从句中，谓语动词常用“should+动词原形”，should可以省略。 the doctor suggested that he (should) try to lose weight.

ⅳ、不定式符号to的省略

1、感官动词see，hear，feel，watch等和使役动词have，make，let等后接不定式作宾语时，不定式省略to。

2、do nothing but，can’t help but等结构常接省略to的不定式。

we didn’t do anything but stay at home watching tv yesterday.

hearing the news, she couldn’t help but cry.

3、在特定语境中为了避免重复，当不定式再次出现时，在want，wish，hope，try，plan，like，love，hate后往往只保留to，而省略后面的动词。但不定式后有be，have时，也保留be和have。

my parents encouraged me to go to college, but i didn’t want to.

ⅴ、so和not的替代性省略

用于避免重复前面所说过的内容，替代词so/not替代肯定或否定的名词性从句。可与believe，do，expect，fear，guess，hope，say，speak，suppose，think，i’m afraid等连用

– do you suppose he is going to attend the meeting? – i suppose not

ⅵ、日常交际中的省略

在情景会话中，答语常常省略不会引起歧义的主语、谓语或宾语部分，而只保留对方希望了解的内容。在复合句或并列句中，也有省略主、谓、宾的情况。

– how many copies do you want? -- (i want) three copies, please.

-- have you ever been to the great wall? -- no, (i have) never (been to the great wall).

省略句用法专项练习

1、-lucy，could you please spare me a few minutes?

-____，but i hope ”a few minutes" wont turn into a few hours.

a. it doesnt matter b. thats kind of you c. im afraid not d. i guess so

2、-hey，taxi!-_____-i want to go to the dentists.

a. good morning, sir. b. nice to see you, sir. c. where to, sir? d. what are you going to do, sir?

3、the doctor expresses his strong desire that the patient_____immediately.

a. be operated on b. operated on c. was operated on d. would be operated on

4、when he came back, he found the bag he had____over the seat was gone.

a. left to hang b. left hanging c. left hung d. to leave hanging

5、liu xiang spoke slowly to the special olympic competitors so as to have them____.

a. understand him b. to be understood c. be understood d. to understand him

6、-are there any english story books for us students in the library?

-there are only a few, ____.a. if any b. if have c. if some d. if has

7、francis, ____born in kentucky, lived and practiced law in was b. he was c. although d. but

8、-does betty know where her violin is?

-she saw somebody walking off with one, but she doesnt know____.

a. whose b. it c. whom d. which

9、-arent you the manager?-no, and i ____.

a. dont want b. dont want to c. dont want to be d. dont

10、-how are you getting on with your work?

-oh, im sorry. things arent going so well as____.a. plans b. planning c. planned d. to plan

11、-whats the matter with you?

-i didnt pass the test, but i still____.a. hope so b. hope to c. hope it d. hope that

12、the doctor did what he could ___ the boy, but in vain.

a. save b. to save c. saving d. saved

13、-you look happy today, mary.

-i like my new dress and mother ___, likes b. does c. is d. do

14、-what happened to the boy? he was making so much noise.

-he wanted to play football, but his mother warned him ____.a. not b. to c. not to d./

15、____ for your brother, i would not have gone to see mr. wang.

a. if it is not b. were it not c. had it not been d. if they were not

参考答案：1-5 dcaba 6-10 acacc 11-15 bbbcc

虚拟语气简单例句虚拟语气在简单句中的用法【第五篇】

浙江省文成中学吴媛媛

一、教学分析

1、教材内容分析

本单元围绕“scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。“warming up”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。“listening”部分设计了两道材料问题和一道开放性的情景话题。主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和应用能力，通过自己的语言体会重大科学成就的意义。“speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。“reading”部分为1篇介绍中关村的形成、发展及其重要意义的记叙文。通过对文章的理解，学习中关村人的创业精神。“language study”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。“integrating skills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写1篇最伟大的科学成就的文章。“tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。

2、教学重点、难点:

本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。

本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。

二、教学目标

1、语言知识目标

1）要求学生掌握必要的单词、词组和句型：solar, constitution, private, grasp…it’ likely that…, make it possible for sb to do sth…,etc.

2）掌握一定量的表达“wishes and intentions”的交际功能用语。

3）同时要求学生掌握本单元出现的构词法及一些常见的前缀后缀及词根的意义。

2、语言技能目标

通过本单元的内容培养学生良好的“听、说、读、写”的技能，使学生能运用所学的知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就科学成就提出独特的见解。

3、情感目标

1）激发学生并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试：体现课堂教学“主体者”的身份，积极主动地参与教学各环节，成为学习的主人：具有个性，培养创造能力。

2）培养同学之间日常融洽相处的感情，乐于合作，善于合作的团体合作精神。

3）通过课文中出现的科学家及科学成就激励学生热爱科学、投身科学研究、探索科学研究的方法

三、教学策略

1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。

2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。

3)合作学习策略。合作学习强调通过师生、生生的多边互动进行人际交往、信息交流，能满足学生个体内部需要。

4)体验成功策略。使学生在特定的完成任务过程主动积极地获得和积累相应的学习经验，享受成功的喜悦，从而提高学习兴趣和成就动机。

四、学习策略

引导学生利用图书馆和网络资源进行一系列的自主学习、合作探究的学习策略。对于本单元鼓励学生课前收集科技成就、中关村和美国的硅谷的资料，上课时勤思考、主动参与课堂上的各种活动。

五、单元教学设计

依据《新课程标准》及对于学生教学目标的要求，课堂设计本着教学应“以人为本”的总的教学理念，课堂中充分利用网络资源、设计相应难度的任务，以增加教学的直观性和趣味性，提高教学效率。根据学生学习英语的特点和规律，学习阶段的侧重点，我把本单元划分六课时完成：听力、口语、阅读（2课时）、语言、写作、评价。

period 1 warming-up & listening

goals: 1. get the ss to talk about what science and scientific achievements have affected the world to stimulate them to further efforts.

2. cultivate the students’ ability of listening for information.

一、warming up

task ng: have a free chat with the ss about their holidays to present the topic scientific achievements

task 2. match the scientists and their scientific achievements （group work）

alexander bell electricity

thomas edison the first telephone

the wright brothers‘ the electric lamp

madame curie black holes in universe

franklin theory of gravity

steven hawking the first plane

elbert einstein radium

isaac newton the theory of relativity

task 3. talk about scientific achievements

1) how have the scientific achievements changed the world?

2) which one do you think is the most important? why?

3) what are some other scientific achievements that you think are important?

4) do these achievements have anything in common? if so, what?

task 4. discussion (pair work)

is this an easy job to achieve success in science research? what makes a scientist?

二、pre-listening

task get to know neil armstrong, alexander gramham bell, ray tomlinson and armchimedes.

三、listening

task 1. listen to part 1 and complete the chart below.

words speaker achievement

“that’s one small step for a man , one giant leap for mankind neil armstrong

“mr watson, ______________;

i want you.” alexander graham bell

“qwertyuiop” ray tomlinson

can you explain tomlinson’s message?

task 2 .listen to part 2 and complete the sentence below.

word “ “ are famous because they are the

of the constitution of the united states of america.

is a word from the language and means

you ask a father, he might say : “ “

if you ask a mother, she might say : “ “

四、post-listening (group work)

language input: as what you have heard just now, some words become famous not because they are beautiful or wise but because they are spoken when a great new scientific achievement is being announced or made. if you are lucky enough to be the first person…., what would you say?

task: choose one situation and then share with your partners.

a the first person on mars

b the first cloned human being

c the first person to travel in time

五、homework

1 listen to the tape, finish the listening part on wb (p81).

2 preview the reading passage.

period two speaking

goals: and master the useful expressions

the students’ listening and speaking abilities.

about scientists and scientific achievement, urging the students to further understand the significant of science and scientific achievement and encouraging them to work hard at their lessons.

一、pre-task

another new year began. have you got any wishes/ plans? what are they? with your plan made, what intentions have you got? in this way the following expressions are aroused.

useful expressions

if i got the money, i would…

my plan is to…..

i hope that…

i would rather….

how i wish… i want / wish/ hope / intend/ plan to…

i’d like to…

i’m thinking of…

i’m going to….

i have decided to…

二、speaking (group work)

situation: four scientists ,each of whom is working on an important project, want to get money to complete their project. each scientist will introduce his or her project and explain why it is the most important. the organizer will listen to all the scientists and ask questions. at the end of the discussion, he or she must decide who will get the money and why.

dr wilson

you and your team are working on a cure for aids. your research is extremely important because . dr jones

your research project is about cloning and how to use the new technology to cure diseases. your project is important because .

dr smith

you want to development new technology that will make it possible to grow food in areas where there is very little water. this is important because . dr winfrey

you are working on sending a manned spaceship to mars. this is a very important project because .

三、post task

now you did a very good job in acting as a scientist. do you want to be a scientist? if so, which field are you interested in? if not, what do you want to be? use the expressions of wishes and intentions to talk about your dream.

2. imagine you are a reporter who is going to report the space hero about his wishes and intentions. take turns acting as interviewer and interviewee.

四、homework

1. interview your parents about their wishes and intentions using the expressions we learent.

2. preview the reading passage.

period 3&4 reading

goals: and master the following words and phrases. likely, private, master, perfect, arrange, set foot (in), rely on, failure, locate, valley.

the ss’ reading ability.(read for general information and detailed information.)

the ss to learn about zhongguancun--china’s silicon valley.

一、pre-reading

scientific achievements important? how do they improve our daily life? how do they improve society?

do scientists spend so much time trying to achieve something?

is known to us, scientific achievements can not only make our life better, but also promote the development of mankind and society. so i want to run a hi-tech company, what should i arrange for? what kind of support and environment would i need?

if i set up my company in zhongguancun ? how much do you know about zhongguancun?

you know the sign “lenovo”? where is it located?

二、while-reading

1. fast reading

task: read the text quickly and try to find information about zhongguancun to finish the chart below.

item zhongguancun

locating

brief history

spirit/culture

educational institutions

hi-tech companies

2、careful reading

task 1 : get to know the outline of the text

this article have a topic sentence? what is it?

are the supporting ideas?

be home to

zhongguancun: center be home to

be home to

task 2: get to know detailed information

did xiang yufang study abroad and work abroad for a few years？

made it possible for xiang yufang to return to china?

does zhongguancun affect business?

4..what are the two mottos mentioned in the text for the park?

三、listening & questions

task: listen to the tape and finish the true or fasle.

1. zhongguancun is the new center for chinese science and education

2. within the next ten years, more than a hundred scientific and hi-tech companies moved into zhongguancun.

3. xiang yufang studied abroad because he felt comfortable abroad.

4. more than 8,000 hi-tech companies in zhongguancun. more than half of them are it companies.

5. zhongguancun park is home to lenovo and founder and more than 20 famous national companies.

6. the researchers and scientists know that the spirit and creativity they represent are no more than money.

四、post-reading

choose the correct answers. there may be more than one correct answer.

ing to the author, zhongguancun is home to .

a. some famous research institutes and universities b. many it companies

c. more and more returned overseas chinese d. a number of science parks.

is not true about zhongguancun?

a. it is located in haidian district, in northwestern beijing.

was set up as a special economic zone in the 1990s.

c. most of its companies are doing it business.

d. it is not a good place for new companies.

ing to the reading, xiang yufang returned to china and opened a company in zhongguancun because .

a. he wanted to see more of the world

b. he enjoyed working with the best scientists in his field

c. he could enjoy his work and contribute to his country at the same time

d. he missed his friends and family

ing to the graph in the passage, how many of the people who work in zhongguancun have a master’s degree or above?

a. 25,000 b. 30,000 c. 35,000 d. 180,000

is ‘failure” understood in zhonguancun?

a. there are fewer failure in zhongguancun

b. many of its researchers and scientists will try hard not to fail.

c. failure is a necessary part of being successful.

d. the best thing about failure is that you learn every time you fail.

五、discussion (group work)

language input: in this class, we’ve learned more about zhongguancun by reading the passage. as a new center of science and technology, it is known to the world. it is sometimes called “china’s silicon valley”. do you know “silicon valley”? where is it? when was it set up? why was it set up?

task: work in groups of four to compare these two science parks and find out in which ways they are similar and different. you can refer to the following chart.

hi-tech park silicon valley zhongguancun

when was it established?

why was it established?

where is it?

what kinds of companies are located there?

what are some famous companies?

why do people want to work there?

六、homework

1. pick out some sentences you enjoy most, & try to recite them as possible as you can .

2. consult the following websites.

/mld/siliconvalley/

period 5 language study

goals: some words which are the closest in meaning.

the ways of forming a word.

the meaning of some affixes and stems.

一、revision.

task . introduce zhongguancun

二、word study

task 1. use the clues below to guess the words

opposite of “public” synonym of “depend”

lowest or bottom part the sun

organization for educational or research purpose.

lly large person, animal, plant.

or region with a particular feature or use.

t any fault or bad points.

task 2. choose the answer that is closest in meaning to the underlined part of each sentence.(p5)

三、presentation

task: study the words on the screen and find out the ways of forming a word. (class work)

international=inter + national telephone= tele + phone

mankind=man + kind broadband=broad + band

extremely=extreme + ly manned=man + ed

hi-tech=high + technology e-mail=electronic mail

it=information + technology csa=chinese space agency

affixation: international, telephone, extremely, manned

compounding: mankind, broadband

clipping: hi-tech, e-mail

abbreviation: it, csa

四、practice

task 1. finish the exx2-4 to understand how the words are formed.(p6)

task 2. get to know the meaning of stems and affixes. (pair work)

. look at the stems and affixes on the screen. match each of them with the right meaning on the right.

trans- carry

-graph see

tele- below

super- life

co- together/with

vis- more than usual

bio- far

sub- across

-port writing

task 3. word formation makes it easy for the ss to guess the meaning of words using

context clues.

use context clues and what you know about word parts to guess the meaning of the underlined words.

countries import most of the oil they use.

studied biophysics at college.

is very important to learn how to cooperate with others.

you luggage will be transported to the destination by train.

cousin has an excellent voice. her dream is to become a superstar.

五、consolidation

read the news article and tell how the words in bold are formed (pair work)

homework:

1. finish off the exercises on the workbook.(p83-84.

2. preview integrating skills

period 6 integrating skills

goals: and master the new words and phrases

the ss’ integrating skills, especially reading and writing skills.

一、revision

1. ask the ss to find some examples for each way of forming a word?

2. guess some new words with the help of word formation.

a. the average output of the factory is 20 cars a day.

b. she has written good essays before, but this one is substandard.

c. he is a kind of intellectual superman.

d. the lack of a common language made it very difficult to intercommunicate .

e. transplant the seedlings into peaty soil.

in: human beings are creative, and many scientific achievements have been made in our history. what great inventions do you know in china’s history? what red hot achievements do you know?

二、fast reading

1. what plan has helped chinese scientists make many breakthroughs?

2. which scientific fields are mentioned in the text?

三、careful reading (group work)

work in groups of four . use what you have learnt from the text to complete the chart below.

field achievements importance

exploring space

genetic research

computer engineering

medical science

四、writing

1. which words in the text can we use to describe scientific achievement?

2. situation: do you know modern science? they are thinking of writing an essay about the greatest scientific achievement but they find it difficult to decide . write a short essay in about 150 words, telling them which achievement you have chosen and explaining why you think so. the following outline may be helpful to you.

introduction: state your view

outline body : give your reasons (at least 2)

conclusion: summary

五、self-assessment

using the assessing part on , ss are helped to review what they have learned or done in this unit learning. in this way they can learn to reflect and pay attention to their weak points in the later learning (the evaluation items can be adapted if appropriate).

教学反思

本单元的教学设计从学生实际出发，以科技成就为主线设计了若干情景与活动，旨在让学生积极参与学习活动，开口说英语，并使学生在轻松愉快的氛围中掌握语言知识，锻炼阅读理解能力。在教学实践中笔者体会到，教学应注意以下几点：：

1．学生在合作中学习更有助于提高学生学习的积极性，以及课堂参与的积极性。所以应当发挥小组功能，在合作中操练。小组活动是课堂活动的主要形式，如何落实小组中各个学生的角色是组织好小组活动的关键。这需要教师长期的训练。

2．设计活动时要充分考虑学生的情感态度，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调课堂气氛的活跃，而忽视学生对知识的掌握和对学生能力的培养。

3．信息技术的运用要为教学服务，不可喧宾夺主。在教学过程与信息技术的整合过程中，教师应注意信息技术只是一种辅助手段，不能由它控制全部流程。同时也应有效地利用这种手段，加快课堂节奏，增加课堂容量，提高课堂教学效率，使课堂气氛更加活跃，让学生在轻松愉快的环境中得到感情上的升华。

4．要处理好实践与反思的关系。反思是实践的一面镜子，能折射出实践中的成功和不足之处，以期在以后的教学中借鉴成功，改进不足。

虚拟语气简单例句虚拟语气在简单句中的用法【第六篇】

1. 拯救地球 save the earth

2. 地球面临的最大问题是什么？

what is the biggest problem facing the earth?

3. 一个有价值的资源 a valuable resource

4. 造成严重的污染 cause serious pollution

5. 讨论该问题 discuss the issue

6. 烧煤 burn the coal

7. 用一个比较好的方式 in a better way

8. 做笔记 take notes of…

9. 得出结论 draw a conclusion

10. 支持/反对 be for/ against

11. 交换意见 share ideas

12. 取得进步 make much progress

13. 主题 main theme

14. 可持续发展 sustainable development

15. 谈论 speak about/ of

16. 在不破坏环境的情况

without damaging the environment

17. 出席国际会议

attend the international conference

18. 做了一个很重要的演讲

make a very important speech

19. 根据世卫组织的意思

according to the world health organization

20. 愿意做某事 be willing to do

21. 参加活动 take part in

22. 自由利用 have free access to

23. 与。。。和谐 in harmony with

24. 结束死亡和苦难

put an end to the death and suffering

25. 擦干净 wipe out

26. 对。。。有影响 have an effect on

27. 劝说某人做某事 advise sb to do

28. 尽所能去做某事 do whatever one can to do

29. 在农村地区 in rural areas

30. 采取行动 take action

31. 采取措施 take measures to do

32. 有大的成效/有所不同 make a difference

33. 空调 air conditioner

34. 改变现状 improve the situation

35. 对。。。有更好的了解

have a better understanding of

36. 对。。。掌握；熟悉 have a good knowledge of

37. 找到解决办法 find solution to the problem

38. 教育是未来的关键

education is the key to the future

39. 上学 attend school

40. 对学习满意 be content/satisfied with

41. 偶然 by chance

42. 充分利用时间 make full use of time

43. 以。。。的速度 at a speed of

44. 防御 defend oneself against/from

45. 因。。。表扬。。。 praise sb for sth

46. 强调保护水资源的重要性

stress the importance of protecting

the water resources

47. 对。。。负责 be responsible for

48. 刚。。。就。。。 hardly/ barely/ scarcely… when

no sooner…than

49. 照顾；护理 attend to

50. 与某人有共同的信仰/信念

share one’s belief/faith

51. 一个备用轮胎 a spare tire

52. 在空闲时间 in the spare time

53. 递给我一个婚礼请柬

hand me a wedding invitation

54. 加强；增强 build up

55. 消息传开 word got around.

56. 一位著名的教育专家

a well-known educational expert

57. 有意义；行得通；有道理 make sense

58. 在危险中 at risk/ in danger

59. 与其说。。。不如说 more… than…(分开)

60. 不仅仅 more than （不分开）

61. 面对激烈的竞争 face fierce competition

62. 受益于 benefit from

63. 店员 a shop assistant

64. 受到压力 under pressure

65. 带某人参观 show sb around sp

66. 展览 on show

67. 名胜古迹

a place of interest/ places of interest

68. 过得高兴 have a wonderful time

69. 为你的观点辩护 defend your argument

70. 插嘴 cut in / break in

71. 插队 jump the queue

72. 令我惊讶的是 to my surprise

73. 收到某人的来信 hear from sb

74. 找出, 发现, 查明(真相等), 认识到, 想出, 揭发 find out

75. 别无选择只能 have no alternative but to do

虚拟语气简单例句虚拟语气在简单句中的用法【第七篇】

(revision)

step 1: go over the words and expressions once again by a dictation or sentences making:

work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,

media, reliable, fire, face, difficulty, elect, injure, headline, editor, informed, relate, talented, switch, present, reflect, unique, spiritual, seldom, aids, addict, social, suffer, ignore, tolerate, affair, retire, awful, telegram, housewife, crowded, shopper, complete, bore, attitude, disappoint, responsible, citizen, polluter, arm, update, go up, for once, relate to, be addicted to, even if, draw attention to , on all sides, change one’s mind, current affairs, look up to, fall in love,

prefer, share, furniture, stand, impress, despite, create, invite, seem, design, sale, block, preference, apartment, style, glance, ugly, modernism, construction, concrete, roof, dragon, fantastic, sail, stadium, net, nest, branch, structure, bold, stick, rent, reasonable, aid, aside, workshop, development, in a hurry, glance at, take examples, act as, fill up with, join… to…, set aside, prefer to do, prefer doing, prefer sb to do, share with, compare with, look as if, refer to.

consist of, be made up of, make the most of, hold together, lie off, at one point, the atlantic ocean, run over.

step 2: come to the following topic and ask the ss to say something about each topic:

science and scientist; news and the media; art and architecture; literature and poetry; geography

step 3: review the new grammar items:

the past participle and noun clauses

the past participle

1. my friends sent me some used stamps.

2. books written by cai zhizhong are well received.

3. we are all interested in english.

4. he seemed confused at what i said.

5. everybody thought the battle lost.

6. with my watch lost, i didn’t know what time it was.

7. he found two of the windows broken.

he found a number of people working there.

greatly surprised, he couldn’t say a word.

8. when completed, the canal will connect the river with the lake.

9. coated with sugar, bananas will taste better.

10. even if invited, i wouldn’t go.

11. he stared at me, astonished.

noun clauses

what life will be like is the topic for today’s class discussion.

can you imagine that what man will look like in 1000 years?

the reason why he didn’t come to school is that he was ill.

the news that our football team was defeated is known to all.

step 4: some exercises on the grammar.

step 5: review functional items in the units1-5

describing people/debating; expressing opinions/ preferences/ intention/ agreement and disagreement.

a. use the following sentence structures:

that’s correct /true.

there is no doubt that ……

it’s clear that…..

it’s hard to say.

i doubt that … …

well, maybe, but … …

what’s your idea ?

have you thought about … …

b. practise expressing opinions, using the following sentence structures:

i would rather choose … ….

i don’t think we could choose … …

maybe it would be better to choose… …

what do you think of … ….

what’s your opinion ?

why do you choose… …?

c. express preferences:

i’d prefer….

i prefer something that….

i’d rather…..

what i like is ….

i’m interested in….

i would feel happy if…

i can’t stand….

i don’t get very excited about…

d. practise expressing intention and decision:

i’m interested to…

i’m interested but…

i think i might want…

i want to….

i’d like to,,,,

i think it will be too difficult to…

i think it will be boring…

i hope to find….

i don’t know much about… but….

i never heard of… so….

i’m not interested in…. so….

e. practise expressing agreement and disagreement

a. agreement:

i believe that you have got it right.

surely it must be….

yes, you are right, but ….

yes, i agree with you.

b. disagreement:

don’t you think that…..?

aren’t you confusing …..?

i don’t think that’s right ….

i don’t think so.

you must be mistaken……

no, you are wrong thinking that …….

i’m afraid you’re wrong …..

step 6: some additional exercises.

虚拟语气简单例句虚拟语气在简单句中的用法【第八篇】

厦门市五显中学叶梅芳

教学课题 sefc bookii, unit4 a garden of poems, the third period

(高二英语上册第四单元第三课时)

课程类型阅读课授课地点小多媒体教室

教理

学论

设依

计据英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，结合本年段国家级子课题“高中英语阅读理解策略的形成性评价”的实施和本班学生的实际，对教材进行了操作性较强的处理。

教

材

分

析本课是高二英语第4单元的第三课时，是1篇介绍诗歌的文章，内容包括了英文诗歌的发展历程，简要介绍了几个时期为中国读者所熟知和喜爱的著名英美诗人、作品特点、英文诗歌传入中国的历史以及英语诗歌的赏析，我在教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入量及学生的语言输出量。

学

情

分

析在高一年英语学习的基础上，高二学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

教

学

重

点 1. 对全文大意作整体理解。

2.掌握本课的重点单词与词组：

unit4 a garden of poems

the third period

english poetry

useful words and expressions

play with absence

call up remind…of

despite lead to

time come into being

belong to stand out

3.找出各段的主题句并归纳出本文的中心思想，提高运用英语的综合能力。

教难

学点

教

学

难

点

1. 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读微技

形成阅读策略。

2. 如何帮助学生运用阅读策略，促进学生自主学习。

3. 怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。

4. 掌握本课的重点单词与词组，指导学生借助工具书进行适当的辨析与拓展，

提高实践能力。

unit4 a garden of poems

the third period

english poetry

useful words and expressions

play with absence

call up remind…of

despite lead to

time come into being

belong to stand out

教

学

目

标 (一) 认知目标

1．词汇和语言点（见教学重点第2点）。

2．充分理解课文大意并完成所给的任务。

3．用所学的词汇和语言点复述课文。

4．用所学的知识与伙伴进行交流、沟通，学会交际。

（二）情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高他们的素质，扩大他们的国际视野，提高阅读能力，强化文化意识，激发他们热爱我国瑰丽的诗歌文化宝库的爱国热情。

（三）智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

教

学

方

法

教

学

方

法高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用以下几种教学方法：

1、活动教学法：

“活动教学法”早在二十世纪七十年代末就已风靡澳大利亚、英、美等国家。根据澳大利亚all guidelines( scarino angela, etal, )一书所述，宏观的活动教学法认为“活动”是联结教学大纲与课堂教学的纽带，教师必须把活动作为教学大纲的指导思想有计划、有步骤地实施。微观的活动教学法即指课堂教学活动中，将活动作为教与学的中心单位以促进语言习得者用目的语言(target language)进行交际。它认为活动包含积极的有目的的语言使用环境，习得者必须使用已有的语言资源以满足在设定的语境中进行交际的需要。活动教学法（activity approach）是交际法家族的后起之秀。它一出现，就引起了外语界的高度重视，迄今已成为较为普遍采用的教学模式。活动的内涵可理解为：“活”即活化、激活（activate）；“动”即行动（act）。

2、任务型教学法：

任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的交际问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。

3、交际法：

交际法起源于功能法(functional approach)，是70年代在西欧兴起的外语教学法科学的一个学派。它主张在教学内容上以“功能项目为纲”，力求使教学过程交际化，以培养外语交际的真本领。从心理语言学的角度来考察，语言同交际或交流始终紧密相联，语言功能首先就是交际功能。功能法把交际或交流作为全部教学的出发点，因此又叫交际法或交流法(communicative approach)。美国人类学家海姆斯在《论交际能力》一书中认为交际能力包括：①形式上是否可能，即语法要正确；②实际是否可行，人们是否这样说；③语言是否得体，这包含语境、对话者的身份、性别等因素；④语言的可接受性如何、结果怎样。

学

法

渗

透本课我将结合活动教学法和任务型教学法，在教学中将学生分成四人一组的学习小组。让学生们在小组中通过合作和探究来完成他们的任务。

合作学习（cooperative learning）是指促进学生在异质小组中彼此互助，共同完成学习任务，并以小组总体表现为奖励依据的教学理论与策略体系。合作学习起源于60年代社会心理学家对学生集体动力作用的研究。在70年代中期，合作学习兴起，80年代中期逐步发展为一种课堂教学的策略。这一策略目前已广泛的用于50多个国家的中小学课堂。各个国家的合作学习的理论与实践有较大的差异，有的侧重相对结构化的方案，着眼于技能、概念、信息的掌握，有的注重非结构性的讨论或小组设计，着眼于社会化、高水平的思维或问题解决的技能。

合作学习在形式上是学生座位排列由过去的秧田式变成合围而坐，但其实质是学生间建立起积极的相互依存关系，每一个组员不仅自己要主动学习，还有责任帮助其他同学学习，以全组每一个同学都学好为目标。教师根据小组的总体表现进行小组奖励，学生是同自己过去比较而获奖励。合作学习不仅有利于提高学生的学业成绩，而且能满足学生心理需要，提高学生自尊，促进学生情感发展与同学间互爱及学生社交能力的提高。通过这种形式的教学，学生可以较好地适应将来在校外可能遇到的各种能力差异，使个别差异在集体教学中发挥积极作用。

教

学

手

段 1、多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成cai软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。

2、非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

教学过程设计

教学步骤活动内容设计意图

step1

warming up

（热身-

英语诗歌

朗诵竞赛） hold an english poem recital competition. spanide the whole class into a number of groups. they need to collect english poems they like and practise before this competition. each group asks one student to act as the competitor.

评价工具（选票）：

name title score

correctness 5 4 3 2 1

rhythm 5 4 3 2 1

feelings 5 4 3 2 1

translation 5 4 3 2 1

language 5 4 3 2 1

任务型活动：课题的引入采用诗歌朗诵竞赛形式(课前十分钟完成)，学生小组活动，收集适合朗诵的中外诗歌包括中英文译文，既锻炼了学生的动手收集材料的能力，又激发了参与学习过程的热情和竞争意识，学习了翻译、欣赏原文及其译作并学习体验了诗歌朗诵的美感。最后由全体同学对各组参与代表投票进行非测试性评价。

step2

presentation

（导入） give two famous poems. one is chinese and the other is english with their translation for the students to compare with. (teacher shows on the screen.)

七步诗

曹植

煮豆燃豆萁，

豆在釜中泣；

“本是同根生，

相煎何太急？”

they were boiling beans on a beanstalk fire,

came a plaintive voice from the pot,

“o, while since we sprang from the selfsame root,

should you kill me with anger hot?”

dust of snow

by robert frost

the way a crow

shook down on me

the dust of snow

from a hemlock

has given my heart

a change of mood

and saved some part

of a day i had rued.

雪尘

罗伯特.弗罗斯特

铁杉树上

一只乌鸦

抖落雪尘

撒我一身

我的心情

因此变化

一天的懊丧

已不再留下。

紧扣上一环节的英文诗歌朗诵竞赛，课件展示两首中外著名的诗歌及其译文，引导学生初步了解东西方诗歌，古典诗歌和现代诗歌的异同，为后面的快速阅读和讨论环节作铺垫。

step3

fast reading

（泛读） 1. jigsaw (拼图游戏): the teacher cuts each paragraph of the text into a little strip, shuffles the strips, and gives each group a strip. the goal is for students to determine where each of their paragraphs belongs in the whole context of the story, to stand in their position once it is determined, and to read off the reconstructed story..

2. let the students skim the text quickly and then answer these questions below, see if they can catch the main idea of the text.

read the text carefully and choose the best answer for each of the following questions:

1. modern english came into being from about the middle of the _____ century.

a. 16th b. 17th c. 18th d. 19th

2. the poetry of marvell reminds chinese readers of the poem by ______.

a. du fu b. li bai

c. su dongpo d. gou moruo

3. byron’s “isles of greece” is an example of ________.

a. a sonnet b. romantic poetry

c. nature poetry d. modern poetry

4. the wider public in china discovered english poetry at the beginning of the _____ century.

a. 17th b. 18th c. 19th d. 20th

5. the advantage of reading english poetry in china translation is __________

a. that you have more advice

b. that something of the spirit is lost

c. that you understand it better

d. that you learn how to express yourself in new ways 小组活动：

任务一是一个有趣的阅读活动，学生在完成拼图游戏（把打乱的课文的各个段落的顺序排列好）的同时，对课文的大意实际上就有了一定的了解。任务二是快速限时阅读，把阅读课文作为整体来处理，检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。本环节难度不高，即便学困生也能完成此任务。成功给人以最大的满足，产生自豪感，增强学习毅力。

step4

careful reading

（精读）

step4

careful reading

（精读） 1. get the students to read the reading passage reading passage again more carefully and find the main idea of each paragraph.

items main idea

paragraph1 why we need poetry

paragraph2 chinese poets and poetry

paragraph3 early english poets

paragraph4 the 19th century english poems

paragraph5 modern english poets

paragraph6 the introduction of english poetry into china

paragraph7 why more people are interested in english poetry

2．make a timeline that shows which poets were living during which century. put all the foreign poets named in the reading passage on the timeline.

1600… 1700 1800 1900

keys:

①shakespeare ②john donne ③john milton

④alexander pope ⑤byron ⑥john keats

⑦william wordsworth ⑧robert frost 小组活动：在快速阅读环节对课文表层理解的基础上，进行定段落大意、填写时间轴等对课文的深层理解。同组的学生互相配合，分工合作，交流意见，最终确定各段的大意，理清文章的内容。在阅读过程中，教师鼓励学生自己发现文章中的疑难点（包括部分生词），并通过小组合作，解决疑难点。

step5

discussion

（讨论）

step5

discussion

（讨论）

get the students to discuss the differences between traditional poetry and modern poetry according to what they’ve learnt in the reading passage and the information they collect for the english poem recital competition before class.

traditional poetry modern poetry

fixed form and number of lines

usually had rhyme

has a fixed rhyme pattern

only some topics could be seen form of the poem an number of lines is free

usually doesn’t have rhyme

has free rhyme pattern

can be about common topics

小组活动，利用课文所学内容和为英文诗歌朗诵所分享的“实用虚拟语气简单例句虚拟语气在简单句中的用法【范例8篇】”，运用任务教学法对古典和现代诗歌作进一步的研究、探讨。相互交流，彼此双方的意见达到最终一致而完成自己的任务。人人都有均等参与的机会。充分发挥了学生的主观能动性，让学生动起来，让他们自动地投身于语言学习的活动中，使他们能在课堂教学活动中真正有一种学习主人的滋味，有一种成功的渴望和感受。把他们的表现欲充分调动起来，敢于表现自己，敢于运用所学的语言表达自己的观点、看法和思想。调动学生的创造性思维，开发学生的智力潜能，提高学生的创造思维能力。把教学活动变成了真正的交际活动，并将课堂活动推向高潮。在教学过程中学生之间的交流和相互启发、帮助和鼓励，学生从获得知识过渡到对新知识的理解、掌握和运用，激发学生的学习主动性和积极性，使学生变被动为主动，变浅层次的参与为深层次的参与。通过交际发现问题，修正错误，得到提高。伙伴间融洽的气氛使相互间的纠错容易接受，免却了学生的畏惧心理。学生深刻地理解、掌握课文后，通过这一活动强化了记忆的效果，使知识逐步转化为技能和能力。学生将所领会到的知识、技能运用到另一个情景中去，通过交际学会交际。使学生能鲜明地感受到学习的意义，显示了学以致用的功效。

step6

assignment

（作业） 1. use the following guide to write a report for the poetry competition held in this lesson.

（利用下列提示，写1篇关于本节课英文诗歌朗诵比赛的小作文。）

report for the poetry competition

paragraph1 write a short first paragraph in which you say a few things about all the poems.

paragraph2 tell which poem won the first prize and explain why. write something about the form of the poem and whether it was well written.

paragraph3 do the same for the poem that won the second prize.

paragraph4 do the same for the poem that wins the third prize.

2. if you want to know more about english poetry, you can search the internet，/sbpage/

（要进一步了解英文诗歌，可根据所提供网址上网查询。）

3.小组课堂评价表（课后完成）

非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责，组织小组反思，填写下表（以5分制计），并存入学习档案。

姓名

小组合作工作量

组内活动创意

查找资料量

班级活动参与情况

提出问题个数

参与活动进步情况

任务型活动：课外作业，课堂小组活动延伸到课外，学生仍然可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写的练习，使学生逐步学会使用文段中的语言素材，活用固定的表达方法，学生需要用所学的语言讨论自己感兴趣的话题，表达自己的思想，与同伴交流各自了解的信息，达到了形成和提高写作能力与技巧的目的。

blackboard design (板书设计)

unit4 a garden of poems

the third period

english poetry

useful words and expressions

play with absence

call up remind…of

despite lead to

time come into being

belong to stand out

reflection after teaching（教学反思）

本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务，活动既有轻松有趣的诗歌朗读竞赛和重组课文段落的拼图游戏，又有需要深层思考的阅读理解活动和讨论活动，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，小组活动在竞赛中进行，使得小组活动既有合作又有竞争，增加了小组活动的有效性。同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。

由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。

实用虚拟语气简单例句虚拟语气在简单句中的用法【范例8篇】

虚拟语气简单例句虚拟语气在简单句中的用法【第一篇】

虚拟语气简单例句虚拟语气在简单句中的用法【第二篇】

虚拟语气简单例句虚拟语气在简单句中的用法【第三篇】

虚拟语气简单例句虚拟语气在简单句中的用法【第四篇】

虚拟语气简单例句虚拟语气在简单句中的用法【第五篇】

虚拟语气简单例句虚拟语气在简单句中的用法【第六篇】

虚拟语气简单例句虚拟语气在简单句中的用法【第七篇】

虚拟语气简单例句虚拟语气在简单句中的用法【第八篇】

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