虚拟语气6种句式例句(15篇)

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虚拟语气6种句式例句篇二虚拟语气6种句式例句篇三虚拟语气6种句式例句篇四虚拟语气6种句式例句篇五虚拟语气6种句式例句篇七虚拟语气6种句式例句篇九虚拟语气6种句式例句篇十虚拟语气6种句式例句篇十一虚拟语气6种句式例句篇十二虚拟语气6种句式例句篇十三虚拟语气6种句式例句篇十四虚拟语气6种句式例句篇十五

i.briefstatementsbasedontheunit

doyoulikepoetry?haveyoureadalimerick?thewholecontentsofunit4areaboutpoetry.fourseparatepartsconsistofthisunit.first,thesimplequestionsbringthestudentsbacktothepoems,songsandrhymestheyhavelearned.byrecitingthem,thestudentswillbestruckbythewordsandcolorfulmeaningofsomepoems.thentheyarearrangedtoreadandenjoyaspecial,funnypoem-alimerick,listentoapassageaboutpoemsandtalkaboutallkindsofpoemswrittenbysomegreatmasters.thiswillgreatlyraisethestudentsinterestsaboutpoems.theywillbesuretowantfurtherinformationaboutenglishpoems.thetext“englishpoetry〞describestheadvantagesofreadingpoems.plentyofdetailedinformationaboutthehistoryanddevelopmentofenglishpoemsisalsogiveninthetext.thecomparisonofenglishandchinesepoemsshowsusaclearpictureofthesimilarityanddifferencebetweenthepoemsofthetwocountries.thetextsingshighpraiseforthetwogreattranslators--luxunandguomoruo.however,attheendofthetext,thewritertellsusthatsomethingofthespiritoftheoriginalworksislostintranslatedworks.thismeansthatweshouldreadoriginalworksinsteadoftranslatedonesasmanyaspossible.plentyofexercisesbeforeandafterthetextgetthestudentstounderstandthewholetextandgraspitsdetailedinformation.thethirdpartismainlyaboutpastparticipleusedasattributeandadverbial.throughdifferentkindsofexercisesthestudentscanmasterthispartwell.attheendofthisunit,

asimplebutinterestingpassagetellsusalotandgivesusaperfectanswertothequestionwhypeoplereadandsometimesevenwritepoetry.asimpleandpracticalwaytoenjoythepoemsisshowntous.thiswillencouragemorestudentstojoininthelearningandappreciatingpoetry.thestudentswillimprovetheirabilitytolisten,speak,readandwriteaswellaslearningplentyofusefulwordsandexpressionsaftertheylearntheunit.

ii．teachinggoals

1.talkaboutenglishpoetry.

2.practiceexpressingintentionanddecision.3.learnaboutthepastparticiple(3)usedasadverbial.

4.writeaboutapoem.

iii.teachingtime:fiveperiods

iv.backgroundinformation

1.shakespeare

foranyenglishman,therecanneverbeanydiscussionastowhoistheworldsgreatestpoetandgreatestdramatist.onlyonenamecanpossiblysuggestitselftohim:thatofwilliamshakespeare.everyenglishmanhassomeknowledge,howeverslight,oftheworkofourgreatestwriter.allofususewords,phrasesandquotationsfromshakespeareswritingsthathavebecomepartofthecommonpropertyofenglish-speakingpeople.mostofthetimeweareprobablyunawareofthesourceofthewordsweuse.ratherliketheoldladywhowastakentoseeaperformanceofhamletandcomplainedthatitwasfullofwell-knowproverbsandquotations!

shakespeare,moreperhapsthananyotherwriter,madefulluseofthegreatresourcesoftheenglishlanguage.mostofususeaboutfivethousandwordsinournormalemploymentofenglish;shakespeareinhisworksusedabouttwenty-fivethousand!thereisprobablynobetterwayforaforeigner(oranenglishman)toappreciatetherichnessandvarietyoftheenglishlanguagethanbystudyingthevariouswaysinwhichshakespeareusedit.suchastudyiswellworththeeffort(itisnot,ofcourse,recommendedtobeginners),eventhoughsomeaspectsofenglishusage,andthemeaningofmanywords,havechangedsinceshakespearesday.

itisparadoxicalthatweshouldknowcomparativelylittleaboutthelifeofthegreatestenglishauthor.weknowthatshakespearewasbornin1564instratford-on-avonandhediedtherein1616.healmostcertainlyattendedthegrammarschoolinthetown,butofthiswecannotbesure.weknowhewasmarriedtherein1582toannehathawayandthathehadthreechildren,aboyandtwogirls.weknowthathespentmuchofhislifeinlondonwritinghismasterpieces.butthisisalmostallthatwedoknow.

however,whatisimportantaboutshakespeareslifeisnotitsincidentaldetailsbuthisproducts,theplaysandthepoems.formanyyearsscholarshavebeentryingtoaddafewfactsaboutshakespeareslifetothesmallnumberwealreadypossessandforanequallylongtimecriticshavebeentheorisingabouttheplays.sometimes,indeed,itseemsthatthepoetryofshakespearewilldisappearbeneaththegreatmassofcommentthathasbeenwrittenuponit.

fortunatelythisisnotlikelytohappen.shakespearespoetryandshakespearespeople(macbeth,othello,hamlet,falstaffandtheothers)havelongdelightednotjusttheenglishbutloversofliteratureeverywhere,andwillcontinuetodosoafterthescholarsandcommentatorsandalltheirworkshavebeenforgotten.

2.aboutshakespearesplays

williamshakespeare(1564～1616),englishdramatistandpoet,isregardedbymanypeopleasthegreatestenglishwriterofalltime.hewrotehisfirstplaywhenhewastwenty-sixyearsold.withinabouttwenty-twoyearsofthiswritingcareer,hegavetotheworldnearlyfortyplays,includingcomedies,historiesandtragedies.ofallhisplays,“hamlet〞isperhapsthebestknown.hisplays,writteninthelate16thandearly17thcenturiesforasmalltheatre,aretodayper-formedmoreoftenandinmorecountriesthaneverbefore.manyofthewordsfirstusedbyhim,andmanyofhisexpressionshavebecomeeverydayusageinenglishspeechandwriting.

ofshakespearesplayshavecomedowntous.theirprobablechronologicalorderisarrangedasfollows：thefirstperiod(1590～1600)

1590--henryvi,parti.

henryvi,partii.

1591--henryvi,partiii.

1592--richardiii.

thecomedyoferrors.

1593--titusandronicus.

thetamingoftheshrew.

1594--thetwogentlemenofverona.

loveslabourslost.

romeoandjuliet.

1595--richardii

amid-summernightsdream.

1596--kingjohn.

themerchantofvenice.

1597--henryiv,parti.

henryiv,partii.

1598--muchadoaboutnothing.

henryv.

themerrywivesofwindsor.

1599--juliuscaesar.

asyoulikeit.

1600--twelfthnight.

thesecondperiod(1601～1608):

1601--hamlet.

1602--troilusandcressida.

allswellthatendswell.

1604--measureformeasure.

othello.

1605--kinglear.

macbeth.

1606--antonyandcleopatra.

1607--coriolanus.

timonofathens.

1608--pericles.

thethirdperiod(1609～1612):

1609--cymbeline.

1610thewinterstale.

1612--thetempest.

henryviii.

thefirstperiod

teachingaims:

1.talkingaboutpoemstoraisethestudentsinterestinpoems.

2.listeningtoimprovethestudentslisteningability.3.makingupdialoguestoimprovethestudentsspeakingability.

teachingimportantpoints:

1.howtogetthestudentstograspthemainideaofapassagebylistening.

2.howtoimprovethestudentsspeakingability.

teachingdifficultpoint:

howtodirectthestudentstograspthedetailedinformationtofinishthelisteningtask.

teachingmethods:

1.pairworkorgroupworktomakeeverystudentjoinintheclassactivities.

2.discussiontomakeeverystudentexpresshimselffreely.

teachingaids:

1.ataperecorder

2.acomputer

3.aprojector

teachingprocedures:

stepigreetingsandrevision

t:goodmorning,everyone!

ss:goodmorning,mrs/mr×!

t:sitdown,please.haveyoufinishedyourhomework?

ss:yes.

t:pleasetakeoutyourexercise-books.letscheckyourhomework.wudong,…

(teacherchecksthestudentshomework.thentheteacherandstudentslearnthenewwordsofthisperiodtogether.)

stepiiwarmingup

t:doyoulikepoetry,sa?

sa:yes,ido.ilikeitverymuch.

t:whydoyoulikeit?

sa:ilearnagreatdealfrompoetry.wheniwasasmallchild,mymothertaught

methepoem:锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。andsheexplainedthemeaningofit.iknowfromalittlechildthatgraincomesfrompainsandweshouldnotwastewhateverweeat.

t:howaboutyou,sb?

sb:idontlikepoetryverymuch,becauseihadabadmemorywheniwasasmallchild.iliketomakesomething.

t：whatenglishpoems,songwordsorrhymeshaveyouread?canyoureciteany?

sc：ivereadsomeenglishpoemswheniwasinjuniormiddleschool.anditis

likethis:

ilovethesun

ilovethesun,

ilovethespring,

ilovethebirds,

thatgailysing.

ilovemyschool,

ilovemyplay,

andiloveall,

thatisniceandgay.

sd:irememberivereadapoemaboutthenamesofthemonths.itis:

thirtydayshaveseptember.

april,juneandnovember,

alltheresthavethirty-one,

exceptingfebruaryalone,

andthathastwenty-eightdaysclear,

andtwentynineineachleapyear.

t:verygood.nowturntopage25.dothethirdpart.doyouknow“打油诗〞?

inenglishlimerickislike“打油诗〞inchinese.itisaspecial,funnypoemandiswrittenjusttomakepeoplelaugh.readthetwolimericksandenjoythem.

(studentsreadthepoemstogetherandatlasttwostudentsareaskedtoreadthem.)

t:whatisthepatternofeachpoem?“pattern〞means“作风〞.

se:itsfunny.itiswrittenjusttomakeotherslaugh,ithink.

t:now,pleaseanswerthelastquestiononpage25.

sf:totalkaboutpoetsandpoetry,weoftenusethewords：“good,bad,

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

sa:wewillalsouse“moving,instructive,encouraging,makemehappy,sad,etc〞.

t:whatphrasesdoyouthinkwillbeusefulwhenyouexpressyourintentions

andreachdecisions?

sh:whenwewanttoexpressourintentions,weoftensay:imgoingto…;i

intend/mean/planto…;iwill…;ifeellike(doingsth.)…;idliketo…;imreadyto…;iwouldrathernot…etc.

si：whenwewanttoreachdecisions,weoftenuse:inmyopinion,weshould…;

whatsyouropinion?ithink/believe/supposeweshould…;idontthinkits

necessaryto…;wemustdecide…;ihopewecanreach/cometo/arriveat/take/makeadecision,etc.

stepiiilistening

t：nowletsdolistening.pleaseturntopage25andreadtheinstructionsfirst.(studentsbegintoreadtheinstructions.someminuteslater,teachersaysthefollowing.)

t:doyouknowwhatyoushoulddoafteryoulistentothetape?

ss:yes.

t：nowillplaythetape.wheniplayitforthefirsttime,doex.1,please.

wheniplayitforthesecondtime,doex.2.ifyouhaveanythingyoudont

hearclearly,pleaseletmeknow.attheendoflistening,illplaythetapeoncemoreandgiveyouenoughtimetocheckyouranswers.thencheckyouranswerswithyourpartner.illaskoneortwostudentstogiveustheiranswersatlast.doyouunderstandwhativesaid?

ss:yes.

stepivspeaking

t:letsdospeaking.pleaseopenyourbooksonpage26.therearefourcirclesonthispage.eachcirclelistssomeinformationaboutpoems.theyaretopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingshowninpoems.askyourpartnerwhatkindofpoetryheorshemightwanttoread.chooseawordfromeachcircleandexplainwhyyouwanttoreadapoemlikethatornot.workingroupsorpairs.haveadiscussionandmakeupadialoguetoexpresswhatyouwanttosay.theusefulexpressionsonthescreenmightbehelpfultoyou.

(teachershowsthescreen.)

usefulexpressions

iminterestedto…but…

ithinkitwillbetoodifficultto…

ithinkimightwantto…

ithinkitwillbeboring…

iwantto…

imveryinterestedin…so…

idliketo…

imnotveryinterestedin…so…

iveneverheardof…so…

ihopetofind…

iveneverreadany…so…

idontknowmuchabout…

but…

t:(afterafewminutes.)haveyoufinished?

ss:yes.t:nowwhowilltellusyouropinions?volunteers?

sa:andsb:(standingup.)welltry.…

sampledialogue:sa--a;sb--b

a:whatkindofpoetrydoyouliketoread?

b:iliketoreadpoemsaboutnature.

a:whyareyouinterestedtoreadsuchpoems?b:whenireadthiskindofpoem,itseemsthatiwasinadifferentworld.thethingsdescribedinthepoemseemstoberealones.theyseemtobearoundme.ifeelthemandenjoythem.

a:whatkindofpoemsareyounotinterestedin?

b:imnotinterestedinpoemsaboutpets.wehavealotofimportantthingstodoandithinkihavenotimetohavepets.whataboutyou?

a:iminterestedinpoemsabouthumour,becauseitcanbringhappinesstous.alltheunhappythingsaregonewiththelaughter.

t:verygood.whoelsewilldothis?

scandsd:welltry.…

sampledialogue:

sc-a;sd--b

a:iknowthatyoucanreciteplentyofpoems.canyoutellmewhatkindofpoemsyoulike?

b:ilikethepoemsbylibai,especiallytheonestodescribenature.