2010徐州教師公招面試材料系列英語(yǔ)說(shuō)課

1、英語(yǔ)說(shuō)課Unit4 Reading A Night The Earth Didn't Sleep 時(shí)間：2009-12-14 | 欄目：高中英語(yǔ)說(shuō)課稿 2021.12.6 Good afternoon, ladies and gentlemen, I'm greatly honored to have the opportunity to share my teaching ideas with you. I am No.8 and my topic is “A night the Earth Didn't Sleep taken from Unit4，Book1. M

2、y presentation consists of 6 parts: The analysis of teaching material; teaching methods; learning methods; teaching procedures, teaching assessment，blackboard design and time division. Part1 The Analysis of the Teaching Material This part consists of 3 aspects 1. Status and function of this passage

3、This reading passage is the highlight of this unit. It maily talks abut the biggest earthquake which hit Tangshan in 1976. By describing the terrible disaster, students can know more information about the earthquakes and feel prouder of our great nation and great people. So it not only contains the

4、most important words and sentece strtuctures of this unit but also embodies the theme of this whole unit. 2. Teaching aims 1Knowledge aims: To help the students master the usage of important words, phrases and sentence patterns,especially the attributive clauses. Guide the students to use these voca

5、bularies and sentence patterns to describe a disaster. 2) Ability aims: To develop ss 4 basic skills, especially reading skills, such as skimming, scanning, guessing and concluding; detailed reading, study reading and appreciation. Guide them to find the clue of such a narrative style and use these

6、reading skills to collect and deal with information. Meanwhile, encourage them to express their own opinions using the language they learned in the class and cultivate their ability to cooperate with others. 3) Emotional aims: Get the ss to know more knowledge about an earthquake and know how to sur

7、vive an earthquake. Then get them to learn from the bravery of people in Tangshan to face the reality and rebuild the city, thus strenghening their strong will and make them love our nation and people. Key points and difficult points 1) The key point is how to enable the students to master the readi

8、ng skills, such as skimming, scnning, detailed reading and so on. 2) The difficult point is how to get the students to master the words and expression_r_rs in this unit and how to help the students to express their thoughts using what they have learnt in the reading. Part2 Teaching methods To achiev

9、e the teaching aims above, Ill adopt the following teaching methods: 1. Brainstorming activates the ss quickly, master the words easily and come into the topic naturally. 2. Task-based teaching method enables the ss to read and learn more efficiently and with more curiosity. 3. Situational approach

10、enables the ss to be active and creative. 4. Multi-media assistance arouses the ss interest, curiosity and desire for learning. Part3 Learning Methods As is described in modern educational theory, “the process of obtaing knowledge is more important than obtaining knowledge itself , so I will try to

11、arouse the ss potential and make them obtain knowledge by way of autonomous study and cooperation, and at the same time form good learning methods to improve their reading, speaking, and writing abilities. Part4 Teaching procedures； According to the teaching aims, I divide the teaching procedures in

12、to 3steps, that is warming up and pre-reading, while-reading and post-reading. Step1 Warming-up and pre-reading(It includes 2tasks) Task1: Get the ss to discuss in groups about the warming-up, encourage them to imagine bravely and describe the damage to these beautiful and calm buidings after the ea

13、rthquake. Task2: Discuss the 2 questions in pre-reading part and report their result to the whole class. The purpose of this step is to revise some words and enrich the ss background knowledge about earthquakes by brainstorming. Step2 While-reading (This step includes 4 tasks) Task1 skimming Skim th

14、e passage and do some true or false questions. The purpose is to enable the students to find out some exact information quickly. The students can also combine their background knowledge they got in pre-reading with detailed information. Task2 Scanning Scan the passge and do exx.2 by individual work

15、and pair work. Meanwhile get the ss to find out the main idea of each paragrah. The purpose is to enable the students to find out the clue of this text and understand the structure of this passage. Task3 Study reading Get the students to read and study the passage to find out the difficult and charm

16、ing sentences and then try to analyze and memorize them. The purpose is to train the ss ability of understanding, appreciating and using language. Task4 Listening and reading aloud Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to pre

17、pare for the next step: post-reading. Step3 post reading(It includes 2tasks) Task1 Writing Get the ss to write a summry of this passage, using the useful expression_r_rs and sentence patterns they have learnt in this unit. Task2 Acting out an interview Get the ss to act out an interview between a re

18、porter and a survivor from the Tangshan earthquake. One ss acts as a reporter, and the other acts as a reporter. The purpose of this step is to consolidate the ss language knowledge and language ability, and at the same time to broaden the ss cultural awareness. Step4 Homework Finish off the reading

19、 task on workbook and preview the tasks in learning about language. Part 5 Teaching assessment (It includes 4 aspects) 1. self-assessment 2. the group members assessment 3. the teachers assessment 4. Speaking assessment Part 6. Blackboard design and time division 1. Blackboard design: 1) Key words a

20、nd sentences 2)Questions for reading 3) The main idea for each paragraph. 2. Time division Warming up and pre-reading: 8 minutes While-reading: 25 minutes Post-reading: 12 minutes. 高中英語(yǔ)說(shuō)課稿2009年08月16日 星期日 19:35高中英語(yǔ)說(shuō)課稿2009年05月11日 星期一 12:08一、Introduction導(dǎo)言英語(yǔ)說(shuō)課是英語(yǔ)教學(xué)中的重要一環(huán)，也是衡量一位英語(yǔ)教師對(duì)教材的把握、分析及教師本人對(duì)上課進(jìn)程的宏

21、觀控制能力的有力手段，能從理論上指導(dǎo)教師貫徹教學(xué)大綱，真正做到教與學(xué)相結(jié)合，將教材、大綱、教師、學(xué)生、課堂融為有機(jī)整體，對(duì)不斷提高教師教學(xué)能力和教研能力，有著突出的作用。二、說(shuō)課的根本原那么1. 遵循教學(xué)大綱要求，明確說(shuō)課內(nèi)容。把握說(shuō)課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說(shuō)課、上課之間的層進(jìn)關(guān)系，走出說(shuō)課即是“說(shuō)教案的誤區(qū)。2. 以教師為主導(dǎo)，學(xué)生為主體，表達(dá)先進(jìn)的教學(xué)理念。3. 詳略得當(dāng)，重點(diǎn)突出，表達(dá)說(shuō)課的完整性。4. 與教案相結(jié)合，表達(dá)其可操作性。三、說(shuō)課的根本程序1. 說(shuō)教材：科學(xué)分析教材，明確重點(diǎn)難點(diǎn)、教學(xué)目標(biāo)和要求以及教材在單元中的地位和作用。2. 說(shuō)學(xué)生：談?wù)剬W(xué)生的知識(shí)與能力結(jié)

22、構(gòu)，明確說(shuō)課內(nèi)容的難易程度。3. 說(shuō)教法：談?wù)劚竟?jié)課要實(shí)施的教學(xué)手段、方法以及教具的使用。4. 說(shuō)學(xué)法：談?wù)剬W(xué)習(xí)方法的運(yùn)用以及將要實(shí)現(xiàn)的目標(biāo)。5. 說(shuō)教學(xué)程序：說(shuō)為什么要設(shè)計(jì)該程序？目的、意圖何在？結(jié)果如何？6. 說(shuō)板書(shū)設(shè)計(jì)：談?wù)劙鍟?shū)設(shè)計(jì)的根據(jù)和理由，力求表達(dá)說(shuō)板書(shū)設(shè)計(jì)的程序性、概括性和藝術(shù)性。四、注重說(shuō)課信息和反應(yīng)與總結(jié)說(shuō)課的對(duì)象可以是專(zhuān)家、同行甚至是學(xué)生。向說(shuō)課對(duì)象征詢意見(jiàn)、獲取信息，力求不斷改良和提高。高中英語(yǔ)全英文說(shuō)課稿模板2009年09月21日 星期一 09:59Good afternoon, everyone, Its my great pleasure to be here sh

23、aring my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. Ill be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me

24、 talk about the teaching material.Part 1 Teaching Material: This unit is about science and scientists. By studying of this unit, well Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instruction

25、s. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well,

26、 it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), after

27、 studying the teaching material and analyzing the rule of childrens growing of mind,I think the teaching aims are the followings:1.Knowledge objects:a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.c)The Ss can use the patterns to express

28、their thoughts in the proper situation.2.Ability objects:(1) To develop the Ss abilities of listening, speaking, reading and writing. (2) To train the Ss ability of working in pairs. (3) To Improve the students reading ability, especially their skimming and scanning ability.3.Emotion or moral object

29、s:a)By completing the task,the Ss increase their interest and set up self-confidence in science;b)Teach the Ss what is “science, put the moral education in the language study.now,lets come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stres

30、s the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and t

31、he studentslearning background ,I will use the following methods . Part 2 Teaching Methods:In my opinion,the main instructional aims of learning English in the Middle School is to develop the students abilities of listening, speaking, reading, writing and their good sense of the English language. So

32、 in this lesson Ill mainly use “Communicative Approach(交際教學(xué)法), “Whole language teaching (整體語(yǔ)言教學(xué)法)and “Task-based language teaching (任務(wù)教學(xué)法). That is to say, Ill let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theorie

33、s(現(xiàn)代社會(huì)交際教學(xué)理論), I adopt the TSA method(情景教學(xué)) and TBLT method (語(yǔ)言任務(wù)教學(xué))in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene activity teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the

34、 Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, Ill make use of the modern electricity teaching equipments and all kinds of te

35、aching means, it can develop the Ss creativity in learning English.Part 3 Studying Methods: .6-2 說(shuō)課稿2009年09月23日 星期三 10:35外研版順序選修六module 2 ?fantasy literature-introduction?說(shuō)課稿 高二英語(yǔ)組 郝洪實(shí)1.     教材：?高中英語(yǔ)課程標(biāo)準(zhǔn)?要求高中學(xué)生在義務(wù)教育階段英語(yǔ)學(xué)習(xí)的根底上，開(kāi)展自主學(xué)習(xí)于合作學(xué)習(xí)的能力，形成有效的英語(yǔ)學(xué)習(xí)策略，培養(yǎng)學(xué)生的綜合運(yùn)用能力，特別是提高學(xué)生用英語(yǔ)進(jìn)行思維和

36、表達(dá)能力.本模塊是關(guān)于fantasy literature的內(nèi)容。較具有時(shí)代氣息，內(nèi)容能夠引起學(xué)生的閱讀興趣。通過(guò)本模塊的學(xué)習(xí)，學(xué)生可以學(xué)會(huì)使用并能夠靈活運(yùn)用關(guān)于科幻題材書(shū)籍的詞匯，增強(qiáng)語(yǔ)言運(yùn)用的真實(shí)感，使學(xué)生體驗(yàn)到語(yǔ)言的生活性，同事也培養(yǎng)了他們對(duì)英語(yǔ)及英美文學(xué)的興趣，并且了解英美國(guó)家較流行的夢(mèng)想小說(shuō)或電影系列，初步學(xué)會(huì)欣賞夢(mèng)想文學(xué)，拓寬知識(shí)性，提高文化素養(yǎng)。教學(xué)目標(biāo)：了解作者背景及本模塊涉及到的科幻小說(shuō)背景；培養(yǎng)在閱讀過(guò)程中猜想詞義的能力。教學(xué)重點(diǎn)：掌握新學(xué)詞匯及關(guān)于書(shū)籍的一些形容詞。教學(xué)難點(diǎn)：精確表達(dá)并能夠自由運(yùn)用相關(guān)詞匯對(duì)書(shū)籍進(jìn)行描述。2教法： 任務(wù)教學(xué)法、活動(dòng)教學(xué)法2. &#

37、160;   學(xué)法： 參與式學(xué)習(xí)法、知識(shí)遷移法3.     教學(xué)步驟：1.     words、revision book 5 module 32.     The background of the author3.     complete activity 14.     complete activity 2 (improve Ss listening ability)

38、5.     complete activity 36.     show a short movie about the passage7.     Fast Reading complete activity 1-4 虛擬條件句2009年10月20日 星期二 15:27虛擬條件句的三種根本類(lèi)型：與現(xiàn)在事實(shí)相反、與過(guò)去事實(shí)相反、與將來(lái)事實(shí)相反。 條件句有真實(shí)條件句和非真實(shí)(虛擬)條件句兩種。真實(shí)條件句所表示的假設(shè)是有可能發(fā)生的，而非真實(shí)條件句那么通常表示一種假想，

39、與事實(shí)相反或不大可能會(huì)發(fā)生： If I have time, I will go with them. 假假設(shè)我有時(shí)間，我就同他們?nèi)ァ?陳述語(yǔ)氣) If I were you, I would go with them. 假假設(shè)我是你，我就同他們?nèi)ァ?虛擬語(yǔ)氣) 與現(xiàn)在事實(shí)相反 假設(shè)與現(xiàn)在事實(shí)相反，條件從句的謂語(yǔ)用過(guò)去式(be通常用were)，主句謂語(yǔ)用“should (would, could, might)+動(dòng)詞原形： If I knew her number ，I could ring her up. 要是我知道她的 號(hào)碼，我就可以給她打 了。(可惜我不知道) 與過(guò)去事實(shí)相反 假設(shè)與過(guò)去

40、事實(shí)相反，條件從句的謂語(yǔ)用過(guò)去完成時(shí)(had+過(guò)去分詞)，主句謂語(yǔ)用“should (would, could, might)+have+過(guò)去分詞： If Id left sooner，Id have been on time. 要是我早點(diǎn)動(dòng)身，我就準(zhǔn)時(shí)到了。(但我動(dòng)身太遲了) 與將來(lái)事實(shí)相反 假設(shè)與將來(lái)事實(shí)相反，條件從句的謂語(yǔ)用過(guò)去式(be通常用were)，主句謂語(yǔ)用“should (would, could, might)+動(dòng)詞原形： If I asked him，Im sure hed help us. 如果我向他提出要求，肯定他會(huì)幫助我們。(不過(guò)我不打算這樣做) 注：幾點(diǎn)特別說(shuō)明 主句

41、謂語(yǔ)中的should主要用于第一人稱(chēng)后。would, might, could的大致區(qū)別是：would表示結(jié)果，might表示可能性，could表示能力、允許或可能性。比擬： If you tried again ，you would succeed. 要是你再試一試，你就會(huì)成功的。(would表結(jié)果) If you tried again， you might succeed. 要是你再試一試，你可能會(huì)成功的。(might表可能) If you tried again ，you could succeed. 要是你再試一試，你就能成功了。(could表能力) 對(duì)于與將來(lái)事實(shí)相反的情形，請(qǐng)注意

42、以下幾點(diǎn)：一是這里說(shuō)的與將來(lái)事實(shí)相反，實(shí)為對(duì)將來(lái)情況的推測(cè)；二是此用法中的條件從句謂語(yǔ)除用過(guò)去式外，有時(shí)也用“should+動(dòng)詞原形(表示可能性極小，常譯為“萬(wàn)一)或“were to+動(dòng)詞原形(表示與將來(lái)事實(shí)相反的假設(shè))；三是當(dāng)條件從句使用“should+動(dòng)詞原形這樣的謂語(yǔ)時(shí)，主句謂語(yǔ)除可用“should (would, could, might)+動(dòng)詞原形這樣的虛擬語(yǔ)氣外，也可用直陳語(yǔ)氣或祈使語(yǔ)氣： If it should rain tomorrow, dont expect me. 萬(wàn)一明天下雨，就不要等我了。祈使語(yǔ)氣 If I should see him, Ill tell him.

43、 萬(wàn)一我見(jiàn)到他，我就告訴他。直陳語(yǔ)氣 2、錯(cuò)綜時(shí)間虛擬條件句 所謂錯(cuò)綜時(shí)間虛擬條件句即條件從句與主句所指時(shí)間不一致，如從句指過(guò)去，而主句即指的是現(xiàn)在或?qū)?lái)，此時(shí)應(yīng)根據(jù)具體的語(yǔ)境情況，結(jié)合上面提到的三種根本類(lèi)型對(duì)時(shí)態(tài)作相應(yīng)的調(diào)整： If it had rained last night, the ground would be wet now. 要是昨晚下過(guò)雨的話，現(xiàn)在地面就會(huì)是濕的。 You would be much better now if you had taken my advice. 假假設(shè)你當(dāng)時(shí)聽(tīng)我的話，你現(xiàn)在就會(huì)好多了。 3、兩個(gè)?？继摂M語(yǔ)氣句型 句型介紹 這兩個(gè)句型是If i

44、t werent for和If it hadnt been for，這是兩個(gè)很常用的虛擬語(yǔ)氣句型，也經(jīng)常受到命題人的青睞，其意為“假設(shè)不是(有)“要不是有。如： If it werent for water, no plant could grow. 要是沒(méi)有水植物就無(wú)法生長(zhǎng)。 If it hadnt been for your assistance ，we wouldnt have succeeded. =But for your assistance ，we wouldnt have succeeded. =Without your assistance ，we wouldnt have

45、succeeded. 5、wish后賓語(yǔ)從句用虛擬語(yǔ)氣 用法說(shuō)明 動(dòng)詞wish后接賓語(yǔ)從句時(shí)，從句謂語(yǔ)要用虛擬語(yǔ)氣。假設(shè)要表示與現(xiàn)在事實(shí)相反的愿望，從句謂語(yǔ)用一般過(guò)去時(shí)或過(guò)去進(jìn)行時(shí)；假設(shè)表示與過(guò)去相反的愿望，從句謂語(yǔ)用過(guò)去完成時(shí)或would / could+have +過(guò)去分詞；假設(shè)表示將來(lái)沒(méi)有把握或不太可能實(shí)現(xiàn)的愿望，用would (could)動(dòng)詞原形。如： 注：特別注意 從句的時(shí)態(tài)只與從句所指的時(shí)間有關(guān)，而與wish的時(shí)態(tài)無(wú)關(guān)，比擬： I wish I were rich. 要是我現(xiàn)在有錢(qián)就好了。 I wish I had been rich. 要是那時(shí)我有錢(qián)就好了。 I wished

46、I were rich. 當(dāng)時(shí)我懊悔自己沒(méi)有錢(qián)。 I wished I had been rich. 當(dāng)時(shí)我懊悔自己曾經(jīng)沒(méi)有錢(qián)。 6、if only后的句子用虛擬語(yǔ)氣 if only 與 I wish一樣，也用于表示與事實(shí)相反的愿望，其后所虛擬語(yǔ)氣的時(shí)態(tài)與 wish后所接時(shí)態(tài)的情況相同： If only she had had more courage! 她再勇敢一些就好了。 If only I had listened to my parents! 我要是當(dāng)時(shí)聽(tīng)了父母的話就好了。 If only she would go with me! 她要是愿意和我一道去就好了! 注：if only 通

47、常獨(dú)立使用，沒(méi)有主句。 7、as if (though) 從句用虛擬語(yǔ)氣 根本用法 以as if (as though)引導(dǎo)的方式狀語(yǔ)從句或表語(yǔ)從句，有時(shí)用虛擬語(yǔ)氣，假設(shè)表示與現(xiàn)在事實(shí)相反，謂語(yǔ)動(dòng)詞用一般過(guò)去時(shí)；假設(shè)表示與過(guò)去事實(shí)相反，用過(guò)去完成時(shí)；表示將來(lái)的可能性不大，用would (might, could)+動(dòng)詞原形： He acts as if he knew me. 他顯得認(rèn)識(shí)我似的。 They treat me as though I were a stranger. 他們待我如陌生人。 He talks as if he had been abroad. 他說(shuō)起話來(lái)好似曾經(jīng)出過(guò)國(guó)

48、。 注：兩點(diǎn)說(shuō)明 (1) 從句所表示的內(nèi)容假設(shè)為事實(shí)或可能為事實(shí)，也可用陳述語(yǔ)氣： It looks as if well be late. 我們似乎要遲到了。 (2) 注意 It isnt as if的翻譯： It isnt as if he were poor. 他不像窮的樣子(或他又不窮)。 8、Its time后的從句用虛擬語(yǔ)氣 根本用法 從句謂語(yǔ)通常用過(guò)去式表示現(xiàn)在或?qū)?lái)，有時(shí)也用過(guò)去進(jìn)行時(shí)或“should+動(dòng)詞原形(較少見(jiàn)，且should不能省略)，其意為“(早)該干某事了： Its time we went were going, should go. 我們?cè)撟吡恕?Its ti

49、me I was in bed. 我該上床睡了。(不用were) 9、would rather后句子用虛擬語(yǔ)氣 在would rather, would sooner, would just as soon 后的that從句中, 句子謂語(yǔ)習(xí)慣上要用虛擬語(yǔ)氣， 表示寧愿做什么 ，具體用法為： 一般過(guò)去時(shí)表示現(xiàn)在或?qū)?lái)的愿望 Id rather you went tomorrow (now). 我寧愿你明天(現(xiàn)在)去。 用過(guò)去完成時(shí)表過(guò)去的愿望 Id rather you hadnt said it. 我真希望你沒(méi)有這樣說(shuō)過(guò)。 10、賓語(yǔ)從句用虛擬語(yǔ)氣的10種類(lèi)型 I wish后的賓語(yǔ)從句 動(dòng)詞w

50、ish后接賓語(yǔ)從句時(shí)，從句謂語(yǔ)要用虛擬語(yǔ)氣。假設(shè)要表示與現(xiàn)在事實(shí)相反的愿望，從句謂語(yǔ)用一般過(guò)去時(shí)或過(guò)去進(jìn)行時(shí)；假設(shè)表示與過(guò)去相反的愿望，從句謂語(yǔ)用過(guò)去完成時(shí)或would / could+have +過(guò)去分詞；假設(shè)表示將來(lái)沒(méi)有把握或不太可能實(shí)現(xiàn)的愿望，用would (could)動(dòng)詞原形。如： I wish I could be of some use. 我希望我能有什么用處。 We wish he didnt smoke. 我們希望他不吸煙。 I wish prices would come down. 我希望物價(jià)能降下來(lái)。 表示“堅(jiān)持后的賓語(yǔ)從句 主要是指insist的賓語(yǔ)從句，從句謂語(yǔ)由“

51、should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通?？梢允÷?。如： I insisted that he (should) stay. 我堅(jiān)持要他留下。 注：動(dòng)詞insist后接賓語(yǔ)從句時(shí)，除可用虛擬語(yǔ)氣外，也可用陳述語(yǔ)氣，兩者的區(qū)別是：假設(shè)謂語(yǔ)動(dòng)詞所表示的動(dòng)作尚未發(fā)生，或尚未成為事實(shí)，那么用虛擬語(yǔ)氣；假設(shè)謂語(yǔ)動(dòng)詞所表示的動(dòng)作已經(jīng)發(fā)生，或已經(jīng)成為事實(shí)，那么要用陳述語(yǔ)氣。比擬： He insisted that I had read his letter. 他堅(jiān)持說(shuō)我看過(guò)他的信。 He insisted that I should read his letter. 他堅(jiān)持要我看他的信。

52、 表示“命令后的賓語(yǔ)從句 主要是指order, command的賓語(yǔ)從句，從句謂語(yǔ)由“should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通常可以省略。如： He ordered that it (should) be sent back. 他命令把它送回去。 表示“建議后的賓語(yǔ)從句 主要是指advise, suggest, propose, recommend等的賓語(yǔ)從句，從句謂語(yǔ)由“should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通?？梢允÷?。如： He suggested that we should leave early. 他建議我們?cè)琰c(diǎn)動(dòng)身。 注：與動(dòng)詞insist

53、相似，動(dòng)詞suggest后接賓語(yǔ)從句時(shí)，除可用虛擬語(yǔ)氣外，也可用陳述語(yǔ)氣，兩者的區(qū)別也是：假設(shè)謂語(yǔ)動(dòng)詞所表示的情況尚未成為事實(shí)，那么用虛擬語(yǔ)氣，此時(shí)suggest通常譯為“建議；假設(shè)謂語(yǔ)動(dòng)詞所表示的情況為既成事實(shí)，那么要用陳述語(yǔ)氣，此時(shí)的suggest通常譯為“說(shuō)明、“認(rèn)為。比擬并體會(huì)： He suggested that we (should) stay for dinner. 他建議我們留下吃飯。 I suggested that you had a secret understanding with him. 我覺(jué)得你與他心照不宣。 表示“要求后的賓語(yǔ)從句 主要是指ask, demand

54、, require, request等后的賓語(yǔ)從句，從句謂語(yǔ)由“should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通?？梢允÷?。如： I ask that he leave. 我要求他走開(kāi)。 He requires that I (should) appear. 他要求我出場(chǎng)。 表示“提議“投票后的賓語(yǔ)從句 主要是指move, vote等后的賓語(yǔ)從句，從句謂語(yǔ)由“should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通常可以省略。如： I move that we accept the proposal. 我提議通過(guò)這項(xiàng)提案。 表示“敦促后的賓語(yǔ)從句 主要是指動(dòng)詞urge后的賓語(yǔ)從

55、句，從句謂語(yǔ)由“should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通?？梢允÷?。如： He urged that they go to Europe. 他敦促他們到歐洲去。 表示“安排后的賓語(yǔ)從句 主要是指動(dòng)詞arrange后的賓語(yǔ)從句，從句謂語(yǔ)由“should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通?？梢允÷?。如： He arranged that I should go abroad. 他安排我去國(guó)外。 表示“希望“打算后的賓語(yǔ)從句 主要是指動(dòng)詞desire, intend后的賓語(yǔ)從句，從句謂語(yǔ)由“should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通?？梢允÷?。如：

56、 She desires that he do it. 她希望他做此事。 表示“指示后的賓語(yǔ)從句 主要是指動(dòng)詞direct后的賓語(yǔ)從句，從句謂語(yǔ)由“should+動(dòng)詞原形構(gòu)成，其中的should在美國(guó)英語(yǔ)中通常可以省略。如： The general directed that the prisoners should be set free. 將軍指示釋放那些俘虜。 11、主語(yǔ)從句中的虛擬語(yǔ)氣 在It is necessary，important，strange，natural， advisable, anxious, compulsory, crucial, desirable, eager

57、, essential, fitting, imperative(絕對(duì)必要), impossible, improper, obligatory, possible, preferable, probable, recommended, urgent, vital etc. ；it is a pity；It is requested/suggested/desired/proposed等結(jié)構(gòu)后的主語(yǔ)從句中要用虛擬語(yǔ)氣，即Should+動(dòng)詞原形或只用動(dòng)詞原形。如： Its important類(lèi) 這一類(lèi)型主要包括It is (was) important (necessary, desirable

58、, imperative, advisable)that. . .句型。如： It is impossible that he should go home. 他不可能會(huì)回家去。 Its a pity類(lèi) It is a pity that she should fare so badly. 她竟吃得這么差，真可憐。 Its desired類(lèi) 這種主語(yǔ)從句還常用在It is (was) desired (suggested, settled, proposed, requested, decided, etc. ) that.句型。如： It is requested that a vote be taken. 建議付諸表決。 12、表語(yǔ)從句、同位語(yǔ)從句中的虛擬語(yǔ)氣 在advice, agreement, command,