1、Unit 4 Learning efficiently Part One: Teaching DesignPeriod 2: A sample lesson plan for Learning about Language(Revise the Subjunctive Mood)AimsTo help students revise the Subjunctive MoodTo help students discover and learn to use some useful words and expressionsTo help students discover and learn
2、to use some useful structuresProceduresI. Warming up by learning to guessing the meaning of words from contextStudents should be encouraged to try to guess the meaning of unfamiliar words using clues in the context. These clues may be in the surrounding words. The text may provide a definition that
3、explains the unfamiliar word, or it may give examples to illustrate the unfamiliar word. There may be connecting words used after the familiar word that indicates similarity or contrast. If the student is familiar with the item that is being compared or contrasted this should provide a clue to the u
4、nknown word. Another strategy is to break the word down into syllables. Sometimes knowledge of common roots and affixes or similarity to words in the students own language can help them guess the meaning of a particular word.II. Discovering useful words and expressionsTurn to page 35 and do the word
5、s and expressions exercises 1, 2 and 3. III. Revising the Subjunctive MoodThe Subjunctive MoodA verb is in the subjunctive mood when it expresses a condition which is doubtful or not factual. It is most often found in a clause beginning with the word if. It is also found in clauses following a verb
6、that expresses a doubt, a wish, regret, request, demand, or proposal. These are verbs typically followed by clauses that take the subjunctive: ask, demand, determine, insist, move, order, pray, prefer, recommend, regret, request, require, suggest, and wish. In English there is no difference between
7、the subjunctive and normal, or indicative, form of the verb except for the present tense third person singular and for the verb to be. The subjunctive for the present tense third person singular drops the -s or -es so that it looks and sounds like the present tense for everything else. The subjuncti
8、ve mood of the verb to be is be in the present tense and were in the past tense, regardless of what the subject is. Incorrect: If I was you, I would run. Correct: If I were you, I would run. (The verb follows if and expresses a non-factual condition.) Incorrect: I wish he was able to type faster. Co
9、rrect: I wish he were able to type faster. (The second verb is in a clause following a verb expressing a wish. It also suggests a non-factual or doubtful condition.) Incorrect: His requirement is that everyone is computer literate. Correct: His requirement is that everyone be computer literate. (Sub
10、ordinate clause follows main clause with a demand.) Incorrect: He recommended that each driver reports his tips. Correct: He recommended that each driver report his tips. Sometimes we may use the conditional auxiliary verbs of could, should, or would to express the same sense. Subjunctive: I wish he
11、 were kinder to me. Conditional: I wish he would be kinder to me. Note: In modern English, the subjunctive is only found in subordinate clauses.Subjunctive formsubjunctive presentIf + s + verb word , s + will + verb word subjunctive pastIf + s + verb (past tense) , s + would (should, could, might) +
12、 verb word subjunctive past perfectIf + s + had + p.p , s + would (should, could, might) + had + p.pMeaningsubjunctive presentreal possibility for futuresubjunctive past not real possibility ; opposite of present factsubjunctive past perfectopposite of past factIV. Revising useful structuresTo revis
13、e and consolidate your learning of the Subjunctive Mood please go to page 36 and do the three exercises. V. Closing down by reading more about the Subjunctive Mood1 In Conditional Sentences (用于条件句中)虚拟语气用于非真实条件句时谓语动词的主要形式见下表：非真实条件句 主 句与现在事实相反过去时（be 用were）would 动词原形与过去事实相反过去完成时would have +过去分词与将来事实相反或
14、推测A. 过去时（be用 were）would动词原形B. were to动词原形C. should动词原形以上结构中，主句谓语动词除了用 would 外，有时还可用 might 或 could，第一人称还可用 should，但美国英语都用 would。如果条件句的谓语中含有 were, had 或 should 时，有时可省略 if 而用把 were, had 或should 放到主语之前的倒装句。现分别举例如下： 与现在事实相反If I knew French, I would read the book in the original.If I were (Were I) in your
15、 position I would tell her the truth. 与过去事实相反If you had (Had you) come a few minutes earlier, you would have caught the train. 与将来事实相反或表示推测If he came tomorrow, I might have time to see him.If it were (Were it) to rain next Sunday, the match would be postponed.If we should (Should we) fail again, we
16、wouldnt lose courage.2 In the That-Clauses (用于 that 从句中) wish 后的宾语从句a. 所希望的事与 wish 同时发生，从句用过去时，如：I wish you didnt smoke too much.b. 所希望的事在 wish 之前发生，从句用过去完成时，如：I wish I had paid more attention to my spelling.c. 所希望的事在 wish 之后发生，表示忠告或请求等，从句一般用 would动词原形，如：He wishes we would help him in the work. 在表示愿
17、望、请求、建议、打算、命令等意义的词，如 suggest, command, demand, decide, propose, order, recommend, request, require, desire, insist, urge 等后的宾语从句中，以及这些词用于被动语态的主语从句中，都用 (should +) 动词原形，如：He suggested that the meeting (should) be held at once.It is desired that Tom (should) get everything ready by ten oclock. 上述动词转化或派
18、生的名词以及 idea, notion, no wonder, a shame, a pity 等后的表语从句，主语从句或同位语从句中也用(should +)动词原形，如：Our decision is that the school remain closed.Its a pity that he (should) call black white.He made a request that the new electronic instrument (should) be tested at once. 在 It is necessary (important, desirable, e
19、ssential, amazing, strange, urgent, vital,natural, unusual, possible), etc. 后的主语从句中也用(should +)动词原形，如：It is necessary that the problem (should) be solved at once.3 In the Clauses and Constructions (用于从句和结构中) as if (though)引导的从句中（谓语形式和 wish 后从句相同），如：He treated me as if (though) I were a child.He acte
20、d as if nothing had happened. 在 Its (high/about) time that 后的从句中，从句通常用一般过去时，表示 “是.时候了“，如：Its time you went to bed. 在 would rather/sooner that 的从句中，从句通常用一般过去时，表示“宁愿“，如：I would rather (sooner) that you started the work at once. 用在含有 without, but for, in the absence of 等介词或介词短语的句中，表示“要不是“，句子谓语形式和 wish 后的从句相同，如：Without (But for, In the absence of) the rain, we should have had a pleasant journey.