人教版高中英語(yǔ)教案Unit Two Poems

UnitTwoPoems

Introduction:Thisunitintroducesthestudentstoseveralsimpleformsofpoems.It

takesalookatsomepoeticdeviceslikerhythm,rhyme,repetition,soundpatternsand

imagery.ItincludespoemformsthatEnglishspeakershaveadoptedfromothercountries.

Thepoemformsinthisunitincludeonesthatstudentscanuseasmodelstocreatetheir

ownpoems.

ThestylesofEnglishpoems:

1.Narrativepoems:Epic史詩(shī)，Dramaticpoems戲劇詩(shī)，Metricaltale故事詩(shī)，Ballad

民謠;2.Didacticpoems說(shuō)理詩(shī)；3.Clerihews打油詩(shī);4.Parody模仿詩(shī);5.Lyric抒情詩(shī)

英語(yǔ)打油詩(shī)歌的規(guī)則：1.一首詩(shī)包含四句2.第一句和第二句押韻，第三局和第

四句押韻3.第一句如以人名結(jié)尾，第二句以和人名押韻的詞結(jié)尾.

Nurseryrhymes(搖籃詩(shī))：Theyarethefirstpoemsthatchildrenwillhear.Theyare

oftensung.Childrenlovetomoveanddancetonurseryrhymesandsongsbecausethey

havestrongregularrhythms.Theyenjoytherhymesandthewaythenurseryrhymeplays

withsounds.

Listpoems:Alistpoemisalistofthings.Itcanhaveasmanylinesasthewriterlikes.

Sometimestheyhaverepetitioninthemandsometimestheyhavewordsthatrhyme.When

alistpoemhasrhymingwords,italsohasaregularrhythm.

Cinquainpoems:ACinquainismadeupoffivelinesandhasthefollowingstructure.

Lineone:anounthatnamesthesubjectofthepoem.Linetwo:twoadjectivesthat

describethesubject.Linethree:threeverbsendingwith-ingthatdescribethesubjecfs

actions.Linefour:fourwordsthatgivethewriter'sopinionorfeelingsaboutthesubject.

Linefive:awordthatgivesanothernameforthesubject.

Haikupoems:Thehaikuisacenturies-oldformofJapanesepoetry.Itismadeup17

syllablesandhasthefollowingstructure:lineone:5syllables;linetwo:7syllables;line

three:5syllables.Ahaikupoemisalmostlikeaphotoorpaintingasitcreatesastrong

imagineinveryfewwords.Itisoftenanobservationofnatureorofthechangingseason.

Itisagoodideatocollectobservationsofnatureforhaiku.Forexample,leavesblowingin

thewind,beesbuzzingaroundflowers,ducksswimminginapond,snowpilingupagainst

adoor.

Tangpoems:whentranslatedintoEnglish,Tangpoemshaveafreeform(thatis,

withoutaregularrhythm)anddonotrhyme.Theyhavestrongimageryandareoften

aboutthebringingtogetherofopposites,forexample,thesmalliscontrastedwiththelarge,

andthetemporarywiththeeternal.

Songs:Poemsareoftenputintomusicorarewrittentobesung.Whenapoemisto

besung,itiswrittenwithastrongrhythm,userhyme,insimplelanguage,andthetheme

isoftenanemotion,suchas,love,angerordespair.

Adverbpoem:inthisformofpoemthestudentspickanadverbtostarteachline.The

linesareinrhymingpairs,suchas:

Slowlythedogcrossestheroad.

Slowlytheoldmancarrieshisload.

Importantnewwordsandexpressionsinthisunit:transform,exchange,sponsor,

concrete,flexible,appropriate,eventually,tick,convey,tease,rhyme（押韻），nursery,

diamond,pattern,cottage,sparrow,minimum,translation,branch,sorrow,librarians,

section,diploma,blank,compass,bride,bridegroom,championship,darkness,warmth,

scholarship,pianist,violinist,load,contradictory,endless,salty,forever,takeiteasy,run

outof,bemadeupof,tryout,letout,inparticular,bepopularwith,o,

stayup,belikelytodosth.lookforwardto,bychance,byaccident

Sentencepatterns:

Listpoemshaveaflexiblelinelengthandrepeatedphraseswhichgivebothapattern

andarhythmtothepoem,（theattributiveclause）

WewouldhavewonifJackhadscoredthatgoal,（thesubjunctivemood）

AnothersimpleformofpoemthatstudentscaneasilywriteistheCinquain,apoem

madeupoffivelines,（pastparticipleastheattributive）

WhenIwasababy,mymotherusedtoreadmenurseryrhymes,（usedtodosth.）

Withsomanydifficultformsofpoetrytochoosefrom,studentsmayeventuallywant

towritepoemsoftheirown.（with+object+objectivecomplement）

Function:intentionandplans

I'm（not）goingto

Howareyougoingto?

Iplanto

rn…

I'mlookingforwardto

Grammar:theSubjunctivemood（2）

IfRobhadn'tinjuredhimself,wewouldhavewon.

Ifshehadstudiedharder,shewouldhavegotthediploma.

Teachingimportantanddifficultpointsofthisunit:

1.Getstudentstknowaboutdifferenttypesofpoems,somepoeticdeviceslike

rhythm,rhyme,repetition,soundpatternsandimagery.

2.Havestudentslearnsomeusefulnewwordsandexpressionsaboutpoetryandlet

themlearneffectivewaystomasterthem.

3.Toenablestudentstograspandusetheexpressionsofintentionandplans.

4.Toletstudentslearnthenewgrammaritem:theSubjunctiveMood（2）.

5.Todevelopstudents5listening,speaking,readingandwritingability.

6.Todevelopstudents5integrativeskills.

Thefirstperiod:Warmingup,Pre-reading,ReadingandComprehending

Knowledgeandskills:

1.Toknowthemeaningsofthefollowingnewwordsandexpressions:tick（給.…標(biāo)記

號(hào)）,rhyme（韻,押韻）,convey（傳送，運(yùn)送）,nursery（托兒所），concrete（具體的）,

contradictory（引起矛盾的，好反駁的），diamond（鉆石，菱形），flexible（靈活的，易彎曲

的）,pattern（模式，式樣，圖案），cottage,sparrow,takeiteasy,runoutof,bemadeupof,

tease（取笑，戲弄），salty,endless,minimum（最低限度，最少量），translation,branch,in

particular（尤其,特別）.

2.TolearnaboutsomesimpleformofEnglishpoems.

3.Todevelopthestudents5readingabilitybyskimmingandscanningthepassage.

4.Todevelopthestudents'speakingabilitybytalkingaboutsomefeaturesofsome

simplepoems.

Teachingimportantanddifficultpoints:

1.Toenablethestudents5tolearnaboutsomesimpleformsofEnglishpoetryand

developtheirreadingability.

2.Toenablethestudents5towritetheirownpoems.

Step1Warmingup

1.VocabularyinReading

Matchthewordsandphraseswiththeirpropermeanings

1)conveyAsamenessofsoundbetweenwordsandsyllables,esp,

intheendoflines

2)cottageBastrongfeelingsuchaslove,fearoranger

3)teaseCmakefunofsomeoneinanunluckyway

4)rhymeDaplacewhereyoungchildrenarecaredfor

5)translateEmake(ideas,feelingsetc.)knowntoanotherperson

6)endlessFuseup

7)nurseryGsmallsimplehouse,esp.inthecountry

8)emotionHrelax

9)takeiteasyIexpresssth.indifferentlanguage

10)runoutofJwithoutend

(Suggestedanswers:EGCAIJDBHF)

2.WarmingupbyaskingstudentstocompleteExercise1and2ingroups.Getthemto

recitethelittlepoemsandsongstheycanremember.

3.Tellstudentsthattherearemanyreasonswhypeoplewritepoetry.Givethe

examplesinExercise3.askstudentsthereasonstheythinkthepoetswrotepoemsthey

havejustrecited.

Step2Pre-reading

1.Matchthefollowinginformation.

DuFuTangDynasty

FanZhongyanSongDynasty

MengHaorangModem

GuoMoruoModern

XuZhimoTangDynasty

ByronAmerica

ShellyEngland

WhitmanEngland

TagoreIndia

2.AskstudentstodoExercise1and2,makingthemtalkaboutwhattheyfeelabout

thepoems.

Step3Readingandcomprehending

1.Fast-reading:Readthereadingpassagequicklytoanswerthequestions.

1)Whatisthemainideaofthereadingpassage?

2)Howmanykindsofpoemsdoesthereadingpassagetalkaboutandwhatarethey?

3）Thereadingpassagediscussesfivekindsofpoems.Whatarethey?

2.Detailed-reading:

Readthetextcarefullytoanswerthequestionsinthestudents'books.（Exercise2）

PoemsFormsCharacteristics

NurseryAcommontypeofThelanguageisconcrete（具體點(diǎn)）butimaginative.

rhymeschildren'spoetryTheyhavestrongrhythmandalotofrepetitionand

（童謠）evenseemcontradictory（矛盾的）,buttheyareeasy

tolearnandrecite.

ListOneofthesimplestTheyhaveaflexiblelinelengthandrepeated

poemskindsofpoemsphrases

Theyareeasilywritten

CinquaiAnothersimpleformofItismadeupoffivelines

npoemStudentcanconvey俵達(dá)）astrongpictureinjusta

fewwords

HaikuAJapaneseformofItismadeupof17syllables（音節(jié)）

（俳句）poemItiseasytowriteandcangiveaclearpictureand

createaspecialfeelingusingtheminimumof

words

TangAChineseformofAlotofTangpoetryhasbeentranslatedinto

poemspoetryEnglish

俳句：日本的一種短詩(shī)，以17個(gè)音為一首，首句五個(gè)音節(jié)，中句7個(gè)音，末句5個(gè)

.專

日?

Step4Languagestudy

Dealwithlanguageproblemsifany（wordsandsentencesmightnotunderstand）to

helpthestudentstohaveabetterunderstandingofthetext.

Step5Listening,readingaloudandunderlining

Askstudentstoreadthepassagealoudtothetapeandletthempayattentiontothe

pronunciationofeachwordandthepausewithineachsentence.Tellthemtopickoutall

theusefulexpressionsfromthepassagewhilereadingandcopytheminthenotebooks

afterclass.

Step6Structureanalyzing

Thetextstructure:ThispassageisanintroductionofsomeofthesimpleformsEnglish

poems.Thefirstparagraphintroducesthetopicandthethemeofthetext,explainingthe

purposeofthepoetrywriting,thatis,togivereadersastrongimpressionortoconvey

certainemotions.Fromthesecondparagraph,thetextanalysesthedifferentkindsof

poemsandgivesexamplesforreference.Thelastparagraphencouragesstudentstohavea

tryandwritepoemsoftheirown.

Step7Retelling

Askstudentstotalkaboutthedifferentkindsofpoemsintheirownwords.Givethem

somekeywordsandexpressionstohelp.

Step8Homework

1.Learntheusefulnewwordsandexpressionsbyheart.

2.Trytofindsomeselectionsofpoemsandappreciatetheirbeautyandeventuallytry

towritesomepoemsoftheirown.

Reflectionafterteaching:

Thesecondperiod:Languagepoints

Knowledgeandskills:

1.Togetthestudentstolearntousethefollowingimportantnewwordsand

expressions:transform,exchange,sponsor,concrete,flexible,appropriate,eventually,tick,

convey,tease,rhyme,nursery,diamond,pattern,cottage,sparrow,minimum,translation,

branch,sorrow,librarians,section,diploma,blank,compass,bride,bridegroom,

championship,darkness,warmth,scholarship,pianist,violinist,load,contradictory,

endless,salty,forever,takeiteasy,runoutof,bemadeupof,tryout,letout,inparticular,

bepopularwith,o,stayup,belikelytodosth.lookforwardto,by

chance,byaccident

2.Togetthestudentstounderstandandusethefollowingimportantanduseful

sentencepatterns:

Somepoemstellastoryordescribesomethinginawaythatwillgivethereadera

strongimpression.

Somerhyme(likeB)whileothersdonot(likeC).

AnothersimpleformofpoemthatstudentscaneasilywriteistheCinquain,apoem

madeupoffivelines.

Teachingimportantanddifficultpoints:

1.Importantnewwordsandexpressionsabove.

2.Importantandusefulsentencepatterns:

Theattributiveclausewiththeantecedent“way”

Compoundsentenceswith“while”

Pastparticiplesasthepostpositiveattributive.

3.Somedifficultandlongsentencesinthetext.

Step1Revision

Checkthehomeworkexercises.

AsksomestudentstotellaboutsomesimpleformsofEnglishpoems.

Step2Readingandfinding

Readthetextthoroughlytopickoutalltheusefulnewwordsandexpressionsand

copythemdowninthenotebooks.

Step3Practiceforusefulwordsandexpressions

DotheexercisesonPage12.

Step4Vocabularystudy

1.poet詩(shī)人/poetry（總稱）詩(shī)歌，韻文/poems詩(shī)歌

Asapieceof,itseemstobeaselectionoftherenaissance.

Heisbothasoldieranda.

IdecidedtowriteaaboutwhatIfelt.

2.concrete:具體的，混凝土

Shoesandtreesareconcreteobjects.

Haveyougotanyconcreteproposal?

3.pattern:方式，模式，圖案

Sheworeadresswithapatternofrosesonit.

Theillnessisnotfollowingitsusual

Hepatternedhimselfuponamanheadmired.

4.tease:取笑，招惹，戲弄，愛(ài)開(kāi)玩笑的人

AtschooltheotherchildrenalwaysteasedmebecauseIwasfat.

Theyteasedheraboutherlaziness.

Stopteasingthepoorcat!

Heisaterribletease.他特別愛(ài)戲弄人.

5.rhyme:韻,押韻,韻文

Thenurseryrhymeisveryfamiliartome.

Thelasttwolinesofthispoemdoesn'trhymeproperly.

6.endless:無(wú)止境的，無(wú)休止的

Theendlessleawillpurifyyourthought.一望無(wú)際的草原會(huì)凈化你的思想.

Iamtiredofyourendlessinterruption.

Visitorstotheexhibitioncameinanendlessstream.參觀展覽會(huì)的人絡(luò)繹不絕.

7.takeiteasy:不著急，放松警惕

Wewouldhavewonifwehadn'ttakeniteasy.

Justtakeiteasyandtellmeexactlywhathappened.

Thereisnohurry,takeyourtime.

8.inparticular:尤其，特別

HestudiedinparticularthefishesoftheIndiaOcean.

Inoticedhiseyesinparticular,becausetheyweresuchanunusualcolour.

Theengineerinparticularmustbeabletocommunicatehisideastoothersrapidlyand

accurately.

9.convey:表達(dá)，傳達(dá)；conveysth.tosb.;conveysth.from...to..

HewassenttoconveyamessagetotheUNSecretaryGeneral.

Iwanttoconveytochildrenthatreadingisimportant.

Wiresconveyelectricityfrompowertotheusers.

Pleaseconveymybestwishestoyourparents.

10.flexible:靈活的，易彎曲的，柔韌的，可變通的

Weneedaforeignpolicythatismoreflexible.

Apieceofrubberhose（管道）isflexible.

Flexibletubingcanassistininstallationintightspace.柔性管道便于在緊湊的空間

安裝.

11.eventually:atlast,finally

Sheeventuallymarriedthemostpersistentoneofheradmirers.她終于嫁給了最執(zhí)著

追求她的人.

Hestruggledwithhisassailants（攻擊者）andeventuallydrovethemoff.

Heworkedsohardthateventuallyhemadehimselfill.

12.transform:改變o...;transformation變革，改變

Neverlookingback,transformedintostone.化為石，不回頭.

Afreshcoatofpaintcantransformaroom.房間重新粉刷一遍可大為改觀.

Thewayinwhichweworkhasundergoneacompletetransformationinthepast

decade.

在過(guò)去的十年里，我們的工作方式經(jīng)歷了徹底的改變.

Asteam-enginetransformsheatintoenergy.

13.forever:

ManyPharaohsinancientEgyptbelievetheycanliveforever.古埃及的許多法老相

信他們可以永生.

Maythefriendshipbetweenthepeopleofourtwocountrieslastforever.

祝兩國(guó)人民友誼萬(wàn)古長(zhǎng)青.

Thenationalheroeswillliveforeverinourhearts.

14runoutof:用光，耗盡

Whatif/sayyouweretorunoutofmoney?Whatwouldyoudo?

Hismoneysoonranout.

15.bemadeupof;makeup;makeupfor;

16.sothat...

17.convey:傳達(dá)，傳送

conveyone'sfeeling;conveynews/informationtosb.

WordscannotconveyhowdelightedIwas.

Bodylanguageconveysmuchmoreinformationthanlanguagespoken.

Pleaseconveytohermybestregards.

18.certain:臬個(gè),某木不

ForcertainreasonIwillbeunabletoattendthemeeting.

Onthingiscertain;Iamnotcominghereagain.

Itiscertainthat

It'ssurethat

Thislettermademecertainofhisinnocence.

Heisconfidentofvictory.

19.however:然而，不過(guò)

Wethoughtthefigureswerecorrect.However,wehavenowdiscoveredsomeerrors.

HoweverIapproachedtheproblem,Icouldn'tfindasolution.

Helikespopmusic,whilehissisterlikesclassicalmusic.

He'shard-workingbutnotveryintelligent.

She'safunnygirl,（and/but）yetyoucan'thelplikingher.

Hecanbeveryrudebutatthesametimeyoucan'thelplikinghim.

20.common:普通的，常見(jiàn)的，共同的，共有的；usual:通常的，一貫的，習(xí)慣性

的；

regular:通常的，常例的，強(qiáng)調(diào)遵循實(shí)物既定規(guī)律或自然規(guī)律；

ordinary:普通的，平凡的，指沒(méi)有什么特殊的地方；

RabbitsandfoxesareverycommoninBritain.

Hewasaskedtheusualquestionsbythepolice.

Sundayisaregularholiday.

ThebookdescribesthewayoflifeoftheordinarypeopleofMexico.

21.delight:bedelightedwith對(duì).…感到高興bedelightedtodosth.樂(lè)于做某事;

delightindoingsth.以...取樂(lè)；takedelightin嗜好，樂(lè)于,喜歡toone'sdelight令某

人高興的是withdelight高興地，欣然

22.sayaword說(shuō)話；havewordswithsb與某人吵架；inaword總之；wordbyword

逐字地;inotherwords換句話說(shuō)；haveawordwithsb.與某人說(shuō)話;keep/breakone's

word遵守諾言；

Thisissecretinformationsodon'tsayaword.

Couldwehaveawordbeforeyougotothemeeting?

Inaword,we'llprovideyouwithallgoodservice.

Tomdoesn'tlikework—inotherwords,he'slazy.

Step5Sentencefocus

1.Somepoemstellastoryordescribesomethinginawaythatwillgivethereadera

strongimpression.

Ifeelsurprisedatthewayinwhich/that/不填hetalkstohismother.

In1700,theroomwascompletedthewayinwhich/that/不填shewantedit.

2.Somerhymewhileothersdonot.

WhileIunderstandwhatyousay,Ican'tagreewithyou.（雖然；盡管）

MywifekeptsilentwhileIwaswriting.（當(dāng)..時(shí)候）

Strikewhiletheironishot.（當(dāng)..時(shí)候）

Whilethereislifethereishope.（只要）

Theircountryhasplentyofoil,whileourshasdone.（然而）

3.AnothersimpleformofpoemthatstudentscaneasilywriteistheCinquain,apoem

madeupoffivelines.

Step6Homework

FinishofftheworkbookexercisesinUsingWordsandExpressions.

Learntheusefulnewwordsandexpressionsbyheart.

Step7Reflectionafterteaching.

Thethirdperiod:Grammar:theSubjunctiveMood

虛擬語(yǔ)氣在其他結(jié)構(gòu)中的用法：

1.語(yǔ)法基礎(chǔ)：虛擬語(yǔ)氣在主句中的用法：在itis/was+adj.+thatclause中，常見(jiàn)

的形容詞有：advisable可取的，anxious焦急的，compulsory強(qiáng)制的，義務(wù)的，crucial決

定的，desirable令人滿意的，eager渴望的，essential必要的，fitting恰當(dāng)?shù)?，imperative絕

對(duì)必要,impossible,improper不恰當(dāng)?shù)?important,natural,necessary,obligatory義務(wù)的,

preferable更好地,probable很可能的，recommended建議,urgent緊急的，vital.

Itisstrangethathe(should)sayso.

Itisagreatpitythatyou(should)thinkso.

Itisnaturalthatabird(should)restintrees.

2.虛擬語(yǔ)氣在賓語(yǔ)從句中的用法：在表示建議，要求，命令，想法等動(dòng)詞后的從句里,

用should+動(dòng)詞原形,should可以省略.此用法的詞有：advise,agree,command,decide,

demand,determine,grant,indicate,insist,order,prefer,propose,request,require,suggest,

urge.?？贾羒j的是:suggest,advise,demand,require,propose,insist,request等.

Hisdoctorsuggeststhathe(should)takeshortleaveofabsence.

TheauthorproposedthatTV(should)beturnedoffatleastonehoureveryday.

Sheinsiststhatsheisright.

SheinsistedthatIshouldfinishtheworkatonce.

3.虛擬語(yǔ)氣在表語(yǔ)從句和同位語(yǔ)從句中的用法是：在表示建議，要求，命令，想法

等名詞后的從句中，用should+動(dòng)詞原形,should可以省略.如：advice,suggestion,

agreement,command,decision,demand,insistence,order,preference,proposal,request,

requirement.

Myideaisthatwe(should)getmorepeopletoattendtheconference.

Imakeaproposalthatwe(should)holdameetingnextweek.

ItwasBilFssuggestionthateveryone(should)haveamap.

Hissuggestionwasthateveryone(should)haveamap.

Hegaveusasuggestionthateveryone(should)haveamap.

4.虛擬語(yǔ)氣在定語(yǔ)從句中的用法：在Itishightime/first(second,thirdetc)time

that…?句型中表示“是做某事的時(shí)候了”，其后的從句謂語(yǔ)動(dòng)詞要用過(guò)去式或用

should+動(dòng)詞原形,should可以省略。

Itishightimethatwehadourlunch.

Itistimethathemadeuphismind.

5.虛擬語(yǔ)氣在狀語(yǔ)從句中的用法

1)在以asif,asthough引出的方式狀語(yǔ)從句中，如果表示真實(shí)情況應(yīng)用直陳語(yǔ)氣;

如果表示非真實(shí)性情況應(yīng)用虛擬語(yǔ)氣，其謂語(yǔ)動(dòng)詞的虛擬式與Wish后面的賓語(yǔ)從句

中謂語(yǔ)動(dòng)詞的虛擬式相同.

Thelittleboyknowssomanythingsasifhewasaman.

Heactedasusualasthoughnothinghadhappened.

但如果有可能成為事實(shí)，用陳述語(yǔ)氣.

Helooksasifheisgoingtobeill.

2）以that引導(dǎo)的原因狀語(yǔ)從句，動(dòng)詞用虛擬語(yǔ)氣的形式有：表示現(xiàn)在或?qū)?lái)時(shí),

從句用should+動(dòng)詞原形；表示過(guò)去，從句用should+have+過(guò)去分詞.Should表示

“竟然，居然”

I'msorrythatshe（should）failintheexamagain.

Itwaspitythatheshouldhavefailedinthedrivingtest.

語(yǔ)法延伸：

1.在ifonly感嘆句中，謂語(yǔ)動(dòng)詞與wish賓語(yǔ)從句的虛擬形式相同.

Ifonlyhedidn'tdrivesofast!

Ifonlyshehadaskedsomeone'sadvice!

Ifonlytherainwouldstop!

注意ifonly與onlyif的區(qū)別比較:onlyif表示"只有”;ifonly表示“如果?…就好

了”

Iwokeuponlyifthealarmclockrings.

Ifonlythealarmclockhadrung.

Ifonlyhecomesearly.

2.在wouldrather,wouldsooner,wouldjustassoon后的that從句中，用過(guò)去式或過(guò)

去完成式，表示“寧愿做什么”

Iwouldratherhecametomorrowthantoday.

Johnwouldratherthatshehadnotgonetothepartyyesterdayevening.

3.在less（以免，唯恐）和forfearthat（以免），incase（以防）從句中用should+動(dòng)詞原

形,should可以省略.

Shewalkedquietlylessshe（should）wakeupherroommates.

Haveyourgunreadyincaseweshouldneedit.

Teachingdifficultandimportantpoints:

1.Togetthestudentstomasterthestructureandusagesofthesubjunctivemood.

2.Toenablethestudentstolearnhowtousethesubjunctivemood.

StepIRevision

1.Checkthehomeworkexercises.

2.Dictatesomenewwordsandexpressions.

Step2Warmingup

Askstudentstogobacktopage10andstudythelistpoems,PoemCOurFirst

FootballMatchandtranslateitintoChinese,payingspecialattentiontoitsverbforms.

Wewouldhavewon

IfJackhadscoredthatgoal,

Ifwe'djusthadafewmoreminutes.

Ifwehadtrainedharder,...

IfBenhadpassedtheballtoJoe,

Ifwe'dhadthousandsoffansscreaming,

IfIhadn'ttakenmyeyeofftheball,

Ifwehadn'tstayedupsolatethenightbefore,

Ifwehadn'ttakeniteasy,

Ifwehadn'trunoutofmoney.

Wewouldhavewon

Ifwe'dbeenbetter!

Tellthestudentsthattheabovesentencesarewiththesubjunctivemoodandthen

discussitwiththem.Thenaskstudentstothinkaboutthequestion“Whatisthe

subjunctivemood?”

Step3Grammarlearning

Askthestudentstostudythefollowingsentencesandtrytosummarizethestructure

andusageofthesubjunctivemood.

1.Thesubjunctivemoodinthepasttense:

1)IcouldhavedonebetterifIhadbeenmorecareful.

2)IcouldhaveshownyouaroundthecityifIhadknownyouwereinBeijing.

3)IfIhadbeeninthemood,Iwouldhavegonetothemovies.

2.Thesubjunctivemoodinthefuturetense:

Ifyourfatherknewthis,hewouldbeangry.

Ifitrainedtomorrow,thesportsmeetwouldbeputoff.

Ifitshouldrain,thecropswouldbesaved.

IfIshouldbefreetomorrow,Iwillcome.

Ifthesunweretoriseinthewest,myloveforyouwouldnotchange.

Step4Summingup

Trythelpstudentsdrawthefollowingconclusions:

1.Thesubjunctivemoodisusuallyusedtotalkaboutsituationsthatarenottrueornot

likelytobetrue.Thesituationreferredtointhesubjunctivemoodisnotreal,butitis

hypothetical假設(shè)的，假定的).

2.Thesubjunctivemoodisoftenfoundinaclausebeginningwiththeword"if.The

pastperfecttense(haddone/been)ifoftenusedinthe“ifclauseand“would+havedone

/been^^softenusedinthemainclauseexpressingthesituationcontrarytothepast.

3.Inexpressingthesituationcontrarythefuture,"were/did/should+v./wereto+

v.”isoftenusedinthe“ifclauseand“would+v."isoftenusedinthemainclause

expressingthesituationcontrarytothefuture.

Step5Grammarpractice

Asstudentstodothefollowingexercises:

1.Changethefollowingsentencesintothesubjunctivemood.Puttheverbsintothe

correctforms.

1)Shewasbusy,soshedidn'tcome.

(Ifshehadn'tbeenbusy,shewouldhavecome.)

2)Wedidn'tknowyourtelephonenumber,sowedidn'tcallyou.

(Ifwehadknownyourtelephonenumber,wemighthavecalledyou.)

3)Everybodywhoatethefishgotsick.Ididn'teatanyfish.

(IfIhadeatenthefish,Iwouldhavegottensicktoo.)

2.DoExercise3inDiscoveringstructuresonPage13.

3.DoexercisesinUsingstructureson51.

Step6Gettingmoreaboutthegrammar.

AskstudentstogobacktoPage10andthroughthereadingpassageAFewSimple

FormsofEnglishPoemstopickoutthesentenceswiththesubjunctivemoodandthen

translatethemintoChinese.

Step7Summingup

Trytohelpstudentsdrawthefollowingconclusions.

1.Whenthesubjunctivemoodisfoundinaclausebeginningwiththeword"i「'，"had

been+pastparticiples“isusedinthe"i「'clause,while“would/couldhave+past

participles“isusedinthemainclausesoastoexpressthesituationcontrarytothepast.

2.Insentenceswiththesubjunctivemood,sometimesaprepositionphrasebeginning

with“without“isusedtoexpressimpliedcondition.

Step8Playingagame

1.Togetstudentstoformgroupsof6.

2.Letstudentsplaythegame“Wewouldhavewonthechampionshipifwe…Ask

studentstotaketurnstoimaginewhattheywouldhavedonetowinthechampionship.

Maketheirownsentencesasinterestingandimaginativeastheycan.Writedownthesix

bestonesandsharethemwiththeclass.

3.Readthefollowingcompositionandtrytofindoutasmanysentenceswiththe

subjunctivemoodaspossible.

UnexpectedGuests

Lindahadaverydifficultsituationatherhouseafewdaysago.Herrelativesfrom

HongKongarrivedunexpectedly,withoutanyadvancenoticeatall,andtheywantedto

stayfortheweekend.Theydidn'tevenknockatthedoor.Theyjustwalkedrightin.

Needlesstosay,Lindawasveryupset.IfshehadherrelativesfromH.K.weregoingto

arriveandwanttostayfortheweekend,shewouldhavebeenpreparedfortheirvisit.She

wouldhaveboughtalotoffood.Shewouldhavecleanedthehouse.Shewouldhavemade

planstogosightseeing.Shewouldhavecookedaspecialdinner.Shewouldhaveplanned

everythingperfectly.Andshecertainlywouldn'thaveinvitedallherdaughter'sfriends

fromnurseryschooltocomeoverandplay.

PoorLinda!Shereallywishesherrelativeshadcalledinadvancetosaytheywere

coming.Theweekendwasreallyadisaster!

Step9Homework

Finishofftheworkbookexercises.

Previewlisteningandspeaking.

高考試題再現(xiàn)：

1.Itisillegalforapublicofficialtoaskpeopleforgiftsormoneyfavorsto

them.

A.inpreferencetoB.