|
内容来自论文无忧网 www.paper51.com 摘 要 内容来自论文无忧网 www.paper51.com 本文的中心是高中学生虚拟语气的教学情况分析，讨论了高中学生在虚拟语气学习过程中出现的问题及解决办法。本文包括： 1）虚拟语气的概述及其重要性，2）对在河口一中进行的虚拟语气学习情况调查表的分析 3）通过调查分析发现在虚拟语气学习中出现的问题， 4）针对教学和学习中的问题尝试新的教学方式。 内容来自www.paper51.com 关键词：虚拟语气；教学；学习 内容来自论文无忧网 www.paper51.com
Contents 内容来自论文无忧网 www.paper51.com Acknowledgements…………………………………………………………………………..i 内容来自论文无忧网 www.paper51.com
独创性声明................................................................................................................................ii 内容来自www.paper51.com Abstract………………………………………………………………………………………iii copyright paper51.com 摘要……………………………………………………………………………………….....iv http://www.paper51.com Contents……………………………………………………………………………………...v 内容来自论文无忧网 www.paper51.com
1. Introduction……………………………………………………………………………….1 内容来自www.paper51.com
2. Presentation of data……………………………………………………………………….1 内容来自论文无忧网 www.paper51.com 3.Analysis of data…………………………………………………………………………...3 paper51.com 4.Teaching subjunctive mood………………………………………………………………3 paper51.com 4.1 The type whichexpresses “wish” or “curse”………………………………………..3 http://www.paper51.com 4.2 The type whichexpresses something that should be or must be done………………4 内容来自www.paper51.com 4.2.1 Noun +that clause……………………………………………………………..4 http://www.paper51.com 4.2.2 It is +adjective +that clause…………………………………………...............5 paper51.com 4.2.3 Subject +verb +that clause…………………………………………………….5 copyright paper51.com 4.2.4 It is (high/ about) time+clause………………………………………………..7 内容来自论文无忧网 www.paper51.com 4.2.5. Subject +would rather/sooner/as soon/prefer +clause………………..............7 copyright paper51.com 4.3.The type which expresses the wishes and assumptions that can not become true…...8 paper51.com 4.3.1. Subject +wish +clause………………………………………………………..8 http://www.paper51.com 4.3.2. If only +subject +clause………………………………………………………8 paper51.com 4.3.3. Subject +as if /as though +clause……………………………………………..9 paper51.com 4.3.4. The assumption contrary to the present ……….……………………………..9 内容来自www.paper51.com 4.3.5. The assumption contrary to the future…………............................................10 内容来自www.paper51.com 4.3.6. The past assumption…………………………………………………………10 copyright paper51.com 5.Conclusion……………………………………………………………….........................11 copyright paper51.com 1.Introduction paper51.com Englishhas three types of mood: the indicative mood, the imperative mood and thesubjunctive mood. (Thomson, 1986) The indicative mood is used to express factsand opinions or make inquiries. The imperative mood is used to give orders ormake requests. The subjunctive mood is the most difficult point of them. It is usedto express the speaker’s attitude towards the likelihood of a given situation; assumptionscontrary to the given fact or not likely to be materialized; the speaker’swishes. It is usually expressed by means of modal auxiliaries, past tense formsand past perfect forms. (Quirk, 1985) 内容来自论文无忧网 www.paper51.com Theextent of the subjunctive mood’s usage is very wide. It appears in everydayconversation or writing and it can make our sayings less forceful andunpleasant. (Thomson, 1986) 内容来自www.paper51.com Fromthe examinations of these years, the subjunctive mood becomes a difficult andkey point of grammar examinations, especially the College Entrance Examination.During the years from 2000 to 2006, it has appeared twice in the national examsand six times in the local exams. For these reasons, I think it is necessary tomake a survey about the status of teaching and learning subjunctive mood. So Idid a questionnaire in Hekou No.1 Middle School in order to find the problemsof teaching and learning subjunctive mood. 内容来自www.paper51.com 2.Presentation of data copyright paper51.com On the February 11th, 2007, I did a survey about thesubjunctive mood. The target is the 40 students of grade three in the HekouNo.1 Middle School. 40 questionnaires were sent and all of them were collected. paper51.com This questionnaire has twoparts. The first part is formed by 8 questions in order to survey theunderstanding level about the subjunctive mood of the students. The second partis formed by 10 exercises of the subjunctive mood in order to survey theability level of the students. The questionnaire is attached to the appendix. http://www.paper51.com |