励志的句子范文大全（编辑 快乐小精灵）平时的生活中，范文的用途越来越广，掌握范文的撰写对自己会有很大的帮助，有哪些范文值得参考呢？或许你正在查找类似"新目标九年级英语课件"这样的内容，如果对这个话题感兴趣的话，请关注本站。
新目标九年级英语课件(篇1)
学习目标
1.重点单词：textbook，conversation，aloud，pronunciation，sentence
2.重点短语：make word cards，work with friends，ask the teacher for help，listen to tapes，speaking skills，word by word，be patient
3.重点句式：
How can we become goodlearners?
—How do you study for a test?
—I study by working with a group.
What about reading aloudto practice pronunciation?
It's too hard to understandspoken English.
—Have you ever studied with a group?
—Yes，I have.I've learned a lotthat way.
Try to guess a word's meaningby reading the sentences before and after it.
You can become better byreading something you enjoy every day.
The more you read，the faster you'll be.
学习重点
1.重点短语和句型
2.How对方式进行提问及用by+doing回答
学习难点
How对方式进行提问及用by+doing回答
自主学习
一、预习课本P1-2新单词并背诵，完成下面的汉译英。
1.课本________2.交谈_________ 3.大声地__________
4.发音(n.)_________ 5.句子_________ 6.有耐心的________
二、认真预习1a-2d找出下列短语和句型。
1.制作单词卡片
2.和朋友一起学习
3.向老师请教
4.听磁带
5.口语技能
6.逐词地
7.耐心点儿
8.我们怎样才能成为好的学习者?
9.——你怎样为考试复习做准备?
——我通过和小组合作来学习。
10.大声朗读来练习发音怎么样呢?
11.理解英语口语太难了。
12.——你曾经和小组一起学习吗?
——是的，用那种方法我学到很多。
13.通过阅读一个单词前后的句子尽量来猜测它的意思。
14.通过每天阅读一些你喜欢的东西，你能变得更好。
15.你读得越多，就会读得越快。
课堂导学
Step 1 情景导入
(Show some pictures aboutways to learn English)Teacher：Do you like English?How do you learn English?There are some good ways to learnEnglish.Let's learn the ways to learn English like this：How do you study English?I learn English by listening to tapes.
环节说明：由图片入手，图文并茂，引起学生的学习兴趣。
Step 2 完成教材1a-1c的任务
1.学生领读1a中的短语，教师纠正错误读音，学生识记短语后再添加其他的学习英语的方法并且熟悉by doing sth.的用法。(3分钟)。
2.认真听录音，看看这些学生的学习方法，紧挨着名字写下图中的字母。(2分钟)
3.再听一遍录音，并跟读对话。(2分钟)
4.结对练习1c中的对话，并请一些学生表演出他们的对话。(3分钟)
5.模仿1c中的对话，结合1b的答案材料与同伴编练新对话，并邀请几组学生表演对话。(5分钟)
参考案例
A：How do you study for a test?
B：I study by working with a group.
6.小结训练。(3分钟)
(B)1.________ do you studyfor a test?
A.WhatB.How C.WhenD.Where
(D)2.He learns Englishby ________ English songs.
A.listen B.listento C.listening D.listeningto
(D)3.How do you study ________an examination?
A.to B.at C.with D.for
(A)4.Do you often havemeals ________ your parents?
A.with B.for C.to D.at
(B)5.—How do you studyfor a test?
—I study by ________.
A.ask the teacher for help B.asking the teacher forhelp
C.ask the teacher to help D.asking the teacher to help
环节说明：听说结合，第一时间向学生传达了语言目标，通过结对对话练习和小结训练，使语言目标得以强化。
Step 3 完成教材2a-2c的任务
1.在小组内认真读一读2a中的句子并交流句子的意思，为听力做好准备。(2分钟)
2.认真听录音，在你听到的问题前打勾。(2分钟)
3.再认真听一遍录音，从2b中把2a中的问题的答案找出来，把序号填写在2a表格Answers栏目下，集体核对答案。(3分钟)
4.让学生利用2a, 2b中的信息仿照2c 的形式练习对话，并要求多组同学表演对话。(5分钟)
参考案例
A：Have you ever studied with a group? B：Yes.Ihave.I've learned a lot that way.
5.小结训练。(2分钟)
1.What about reading(read)aloud to practice pronunciation?
2.Listening to tapes improvesmy listening skills(skill).
3.Have you ever studied (study) with a group?
4.It's too hard for me to_learn(learn) English.
5.We should practice speaking(speak) English aloud every morning.
环节说明：通过听、说、读、写训练让学生掌握了询问方式的句型及答语，并且使学生的口语表达能力在这一环节得到提升。
Step 4 完成教材2d的任务
1.学生自读对话，回答下面的问题。(5分钟)
1)Why is Jack nervous?
2)How should Jack readfaster?
3)What's Annie's adviceabout understanding the words?
2.大声朗读2d中的对话，读熟后与同伴结对练习，分角色表演对话。(3分钟)
3.邀请三组同学来表演对话。(5分钟)
4.小结训练。(3分钟)
1.不要逐词地读，要读字群。
Don't_read_word_by_word.Read_word_groups.
2.每天读一些你喜欢的东西你就能变得更好。
You_can_become_better_by_reading_something_you_enjoy_every_day.
3.你读得越多，读得越快。
The_more_you_read，the_faster_you'll_be.
环节说明：将对话问题化，既能锻炼学生的思维能力又能加深对课文的理解。小结训练又对对话中的重要句型进行了巩固加深。
Step 5 问题探究
( )1.—How do you study English so well?
—________ reading lots of books.
A.To B.Of C.At D.By
答案选择D，“by+v.ing”短语的含义是“通过……;凭借……”，其中by为介词，后面常接动名词短语，表示通过做某事而得到某种结果;在句中常用作方式状语，表示的方法、手段等比较抽象。
( )2.Reading aloud can improve my ________skills so that everyone can understand my ________ English.
A.speaking;speaking B.spoken;spoken C.speaking;spoken D.spoken;speaking
答案选择C，spoken和speaking 这两个都是形容词，spoken意为“口头的，口语的”，speaking意为“讲话的”，因此答案选择C, speaking skills意为“说话技能”;spoken English意为“英语口语”。
当堂评价
请学生们做前面课时训练部分。
新目标九年级英语课件(篇2)
一、不同引导词引导的宾语从句
（一）、由从属连词that引导的宾语从句。
注：陈述句用that引导。 that只有语法作用，没有实在的意义，在口语和非正式文体中可以省略。例如：
·She says, “I am from Shuanggu ”。
She says that she is from Shuanggu .
2. She says, “She can’t sleep well ”。
She says that she can’t sleep well
e.g.
1. I hear (that) _______________________. （一小时后他会回来）
2. He said (that) ______________________. （他非常想念我们）
3. The teacher told us (that)_________________.（地球围着太阳转）
（二）、由从属连词whether, if 引导的宾语从句。If和whether在句中的意思是“是否”。例如：
·He wants to know, “Is Tan Dun a world
famous composer?” （改为宾语从句）
He wants to know ifwhether Tan Dun is a world-famouscomposer.
2.“HasTan built a bridge between the East and the West?” he asks. （改为宾语从句）
He asks ifwhether Tan has built a bridge between theEast and the West.
e.g.
1. I want to know ___________________.（他是否跟我们一起去公园）
2. Ask him _____________________. （他是否能来）
3. I don’t know ___________________________.（是否要下雨）
（注意：当句末为or not时，引导词只能用whether而不能用if.）
（三）、注意：以下情况只用whether，不用if。
I don’t know _____ he will come or not.
2.I don’t care of ______ heis taller than the other players.
3.He wondered ______ to remain there foranother week.
4. ______ this is true or not, I’m not sure.
小结：
1.whether引导的从句常可以与连词or或or not直接连用。
2. whether及其引导的成分可放于介词之后，作介词的宾语。
3. whether可以引导带to的不定式。
4. 当宾语从句提到句首时，只能用whether引导。
二、中考链接
1. The young man asked it's summer or winter.
A. either B. that C. if D. whether
2. We don't know they did it .
A. whether B. who C. what D. which
3.Does anybody know Tan Dun is famous for “WATER” or not .
A. if B. where C. whether D. that
5.if和when既能引导条件状语从句，又能引导宾语从句。因此，遇到它们就要认真分析一下。
1.I want to know if he _______ (come) tomorrow.
If he _______(come). Please tell me.
2.Can you tell me whenhe________ (appear) ?
Please call me when he _______ (appear).
三、由连接代词what, whom, whose, which, what及连接副词 when,where, how, why引导的宾语从句
例如：
n Do you know who (whom) they are waiting for?
n He asked whose handwriting was the best.
n Can you tell me where the No.3 bus stop is?
n I don’t know why the train is late.
eg:
1.He asked __________________________. (谁能回答这个问题）
2.Do you know_________________________. （他们在等谁）
3. Can you tell me .(他在哪儿）
4. Could you tell me ______________________ .（我该怎么去车站）
5. Would you tell me ______________ .（为什么火车迟到了）
二、时态归纳：
1、当主句的谓语动词是一般现在时或一般将来时，宾语从句的谓语动词可以用所需要的任何一种时态。eg
Jim_______ ( be ) a worker two years ago.
Jim ( be ) an English teacher now.
Jim ( cook ) dinner tomorrow .
Jim ( sing )a popular songnow.
Jim ( be ) to the Great Walltwice . J
2、当主句的谓语动词是一般过去时，宾语从句的谓语动词要用相应的过去时态，但当宾语从句叙述的内容为客观真理时，仍然用一般现在时。e.g.
He will go to Hong Kong.
2) He is sick.
3) He is reading a book .
4) He has finished his work.
1) He_________ to Hong Kong.
2) He_____ sick.
3) He ___________ a book .
4) He____________
Exercise：
将下面的句子连接成为含有宾语从句的复合句。
1)These flowers are from Guangdong. He said.
He said ____ these flowers _______ from Guangdong.
2)Light travels faster than sound. My teacher told me.
My teacher told me _____ light _______ faster thansound.
3)Are the children playing games? Tell me.
Tell me ______ the children ______ ______ games.
4)Have you finished your homework yet? Mr. Zhao asked MaChao
Mr. Zhao asked Ma Chao _______ _______ ______ _____ _____homework yet. 三、宾语从句的语序
宾语从句的语序应为陈述句的语序。例如：1. “I am having an English lesson.” He said to me .
He told me that he was having an English lesson.
2. “I will play basketball .” Spud said.
Spud said that he would play basketball
一随主，二随宾，三不变
n I think (that) you will like this school soon.
n Can you tell me how I can get to the zoo?
n Please tell me when we’ll have the meeting
新目标九年级英语课件(篇3)
教材分析
主要围绕着“ What would you do if you had a million dollars? ”的
问与答来进行课堂教学和语言实践，要求学生初步学习虚拟条件句的结构用法。
学生分析
初三学生有比较丰富的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些都有利于师生在课堂上能够进行交流。
教学目标
1. Language goals
（1）掌握虚拟条件句，注意动词的形式 。
（2）重要短语：buy snacks; buy a big house; put it in a bank; give it to charity;
give it to the zoo; give it to medical research
（3）熟练句型：If I had a million dollars, I’d give it to charity.
(4)掌握对话：
A：What would you do it you had a million dollars?
B：I would give it to medical research.
2．Ability goals
Enable the students to understand and talk about imaginary situations.
3.Emotion & attitude goals
What is the others’ attitude toward money?
How do they deal with worries /problems?
教学重点
Talk about imaginary situations,worries/problems.
教学难点
The structure: I would/I’d do
教学方法
采用听说法，口语法，情景法，交流法，语言翻译法，等多种方法进行教学。
学法指导
充分发挥教师良好的示范作用，注重教师在课堂中对学生无意识的影响，培养学生良好的语言表达习惯。
教学准备： 多媒体
教学过程
Step1.Warming-up
Use a song“If you are happy.”to ask students discuss:“If you are happy, what will you do ?”
Step 2.Lead-in
用一幅“钱”的图片导入，引发学生讨论：“What will you do if you have one hundred dollars?”
T: What will you do if you have one hundred dollars?
S1: I will buy some beautiful clothes.
S2: I will buy a dictionary.
Step 3. Presentation
用比尔盖茨引出新句型 What would you do if you had a million dollars?
A：What would you do it you had a million dollars?
B：I would give it to charity.（让学生讨论）
Exercise : (给出图片，并练习句型。这个环节学生的答案更加丰富多彩。)
If I had a million dollars, I would __________________________________.
Step 4. Consolidation]
1. Conclusion the grammar.
Show 2 sentences. Let them compare and conclude the grammar.
What will you do if you have one yuan ? If I have one yuan, I will…
What would you do if you had a million dollars? If I had a million dollars, I would…
2.Subjunctive Mood (虚拟语气)
(1).通过让学生找出自己造的if条件句与以前所学if条件句的不同引出虚拟语气。（我真的有一百万吗？没有。 所以虚拟语气表示与事实相反。主句用would+动词原形，从句用一般过去时。而以前的if条件句用“主将从现”）
定义：虚拟语气用来表示说话人所说的话不是客观存在的事实，而是一种愿望、可能、猜测、建议、要求或假设等。
(2).出示名人图片，引出 If I were you, I would ______________.
Step 5. Listening practice
Teacher: Now open your books, and turn to page26. number the orders.Ask students to complete 1a 、 1b、 2a、2b.
Step6. Pairwork
2c
Step 7. Summary
(1) Phrases
把钱捐给慈善机构 give it to charity
把钱捐给动物园give it to the zoo
把钱用于医学研究 give it to medical research
把钱存入银行 put it in a bank
给家里买个大房子 buy a big house for my family
(2) Sentence structures : I would…if I had…虚拟语气，表示与现在事实相反。
主句用would+动词原形，从句用一般过去时.
Step 8.Do some exercise
( )1. If I _______ a teacher, I would be strict with my students。
A. amB. was C. wereD. will be
( ) 2. I will go to meet you , if I ______free then .
A. would be B. will beC. am was
( ) 3. I don’t know if he _______ tomorrow . If he ______, I’ll tell you .
A. will come ; comes B. comes ; comes C. comes ; will D. is coming ; is coming
( ) 4. If I _____a lot of money , I ______a big house at once .
A. have ; buy B. had ; would buy C. had ; bought D. have ; am buying
( ) 5. The school is very big , there are two ______teachers there , and it has ______students.
A. hundreds ; thousands B hundred ; thousands of C. hundreds ; thousands of D. hundred；thousand
( )6. I don’t think it _______snow tomorrow .
A. does B. is going C. will D. would
( )7. He asked me if I ______help him.
A. can B. will C. am going to D. could
Step 9:homework.
If you were the headmaster in your school, what would you do? Write four sentences or an article in 80 words .
教学反思
1. 学生对真实条件和非真实条件的区分并没有预想的那样难，比较轻松的进入了虚拟语气的学习。
2. 整节课都能顺利的按计划实施，但在谈论有很多钱要做什么时，大部分学生想做的事都是物质方面的享受，比较少对社会和他人的关注。这表明现在的学生虚荣心强，奉献意识弱，在教学中我特意强调有钱了也不能只顾自己，还要帮助他人和社会。
3. 通过使用语言与他人进行讨论和交流，从而对涉及的语法知识进行归纳和总结，这一教学方法比枯燥的讲语法理论的效果要好，学生学得也比较轻松。
本节课的不足之处在于各个环节教学时间分配不均，教授生词花的时间过多，以至于后面的句型操练时间不足，没能使学生人人开口练习。今后在课堂教学中，一定得注意，避免前松后紧的现象出现。测试评价：单项选择
新目标九年级英语课件(篇4)
九下第15单元短语
big are manatees?海牛多大？ /ten feet long10英尺长 /two meters tall两米高
pounds重1000在磅（How heave are the …） used to be a lot of manatees.过去曾有许多海牛 against/for doing sth/sth反对、赞成做某事 suitable for对……适用
sth in tiny cages把某物保存在小笼子里 for sb(them)关心、照顾他们 animals濒是临灭绝的动物 in cars坐车兜风 a bike骑自行车 house of trash垃圾房
/make sth out of /of/from sth由…建成的 built/made out of/of/from sth被用….建成的 down推倒
an inspiration to us对某人来说是个灵感
her spare/free time在他的空闲时间
money for the Children’s Hospital为儿童医院募集钱 do sth强烈要求某人做某事
of ＝hear about听说 from 收到…的来信 sth for sb =provide sb with sth 为某人提供某物 sb about sth 教育某人某事 不规则动词
burned preferred/ preferredburntburnt
threwthrown shot stuckstuck fedfedlightedlighted
1.海牛多大？ 英尺长 3.两米高
4重1000在磅（How heave are the …）5.过去曾有许多海牛 6.反对、赞成做某事 7.对……适用
8.把某物保存在小笼子里 9.关心、照顾他们10.濒是临灭绝的动物 11.坐车兜风 12.骑自行车 13.垃圾房 14.由…建成的 15.被用….建成的 16.推倒
17.对某人来说是个灵感
18.在他的空闲时间 19.为儿童医院募集钱 20.强烈要求某人做某事 21.听说23.收到…的来信 24.为某人提供某物 25.教育某人某事 不规则动词
新目标九年级英语课件(篇5)
单元背景 本单元是继第六单元定语从句重点语法学习的基础上，重点学习定语从句中先行词在从句中做状语的情况，即关系副词wherewhenwhy的选择使用。单元以旅行为话题展开学习，教学重点是关系副词的使用，难点是旅行中对所遇到的景观和人物等的表达。根据教材编排顺序和教学的需要我把教材分为四个课时：第一课时语法讲解和听力练习；第二课时话题展开和学习，包括3a的两篇短文阅读；第三课时Reading部分，重点培养学生的阅读理解能力；第四课时练习巩固。主要采用多媒体和学生的亲身经历的点滴事迹来展开学习，达到学生会说会用的目的。本节课是第一课时
课时设计说明 1.必备单词：capital，beach，jungle，fall，sight，tower,cathedal,church,wine,firm,pacific,programming,translator,conclusion
常考短语：by taxi,be supposed to do,take it easy,in general…
经典句型: I love the places where the people are really friendly
For your next vacation,why not consider visiting paris
It’s best to travel with…
2.本节课为本单元第一课时，主要是让学生理解和运用本课的重点单词和句型。本单元的话题学生都很熟悉，有很大的习兴趣。我将要求学生结合实际，用所学的句型谈论他们喜欢去的地方，并用形容词描述他们地点的特点及他们的感受。
1.七八年级我们已经学过Where did you go on vacation? What are you doing for vacation? Have you ever been to amusement park?来谈论假日的活动，对这种接近生活的话题有较大的兴趣，新的表达方式也不难，加上操练，应该很容易掌握。
2.本单元有个重难点即定语从句，在unit6的作业中体现出学生对关系代词的掌握还是不好，如果在本单元接着讲关系副词，容易混淆，需要更细致地教学。。
学习目标 1、知识目标：重点词汇--educational, fascinating, thrilling, peaceful, jungle等；
重点句型---Where would you like to visit?
---I'd like /love/ I hope to visit...
2、能力目标：使学生能够用目标语言谈论想参观的地方；能够用不同形容词描绘假期；使学生掌握听力技巧。
Maybe some words can not be read out correctly
Leading to read is useful to master the words.
1）Qs：where did you go this summer vacation?what do you think of the **?do you like it?”
2)Make Ss read the new words by themselves in 2 minutes;
Correct the wrong place;
Ss descdibe the place in the picture using the new adj.
Ss lead to read the words appeared just now 认真完成老师布置的预习作业，在上课前摆好课本、练习本，并安静。
And in 3),it is a little difficult to guess the vacations and change the simple sentences to Complex Sentence 1)1a, Q:what do you think of the vacations in 1a?
Read adj.together twice.
Guess where sam/gina would like to visit?
Let's listen,check where they would like to go and why?
Check the answers.
2)2a,Q:where would you like to visit this winter vacation?why?
Listen,some friends are talking about their plans, number them in the order,then check the answers.
3)2b,listen again,why do they decide not to visit these places? check
show pictures and guess my friends’vacation plan.(Garfield,Ba Jie,Backkom,dore emeng) 认真听课，积极进行课堂学习活动。并有自已独立的见解。
Practice the new sentence patterns Pairwork: show pictures on places in the worlds and work in paris,practice,then act it out 积极参加小组活动，爱动手、动口、动脑能力强，与同学合作愉快。
Read aloud Read Grammar focus Preview section A 3a 按时保质保量独立完成。
课后反思 本节课较为成功之处有以下几点：
1.以学生为中心，通过活动让学生进行口头表达；
2.创新，同时追求学以致用。所以关注细节，使教学步步推进，自然流畅；
3.用提问的方式引导学生循序渐进,顺利进入话题.
新目标九年级英语课件(篇6)
广州市东圃中学 张虹
1、单词
maybe也许 countryside乡村 camera照相机 film胶卷
drink饮料 bring带来 weatherman 天气预报员 cut割；切
degree度数 stop阻止 pack打包/行李 snowman雪人
2、短语
nothing much没什么 look forward to盼望 go climbing去爬山
It doesn’t matter.没关系 best wishes最真挚的祝愿
in the world全世界 That’s a pity!真糟糕/遗憾！
go sightseeing去游览 have a picnic去野餐
3、句子
1) Listen! Tomorrow’s weather report is on the radio.
听！收音机里正在播放天气预报。
2) I hope you won’t forget us. 我希望你不要忘记我们。
3) The snowmen will slowly becomes water when it gets warm.
当天气变暖时，雪人会慢慢变成水。
4) I will send you a postcard. 我会给你寄一张明信片。
5) I’m waiting for your answer. Please write to me soon.
我在等你的来信。请尽快给我写信。
6) Thanks for inviting me. I’d love to go with you.
谢谢你的邀请。我很乐意和你去。
新目标九年级英语课件(篇7)
Unit 15 We’re trying to save the manatees!
Part 1: Teaching design (第一部分：教学设计)
Structures: Review of structures
Target language: I think that animals should not live in zoos. I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.
Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely
Learning strategies: Classifying, Listening for specific information
Section A
Goals
● To review structures learned
● To listen and talk about animals
Procedures
Warming up by learning about animals
Animals are living things. Plants can make their own food or
energy from the light of the sun, but animals can't do this.
Animals have to eat plants or other animals to get energy to live.
Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.
1a Looking and describing
On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.
African elephants
Chimpanzees
Kangaroos Manatees
Cheetahs Polar bears
enormous
noisy playful gentle,
shy
spotted,
fast
Furry,
aggressive
1b Listening and circling
Victor and Ginny are talking about animals. They are describing them with many different words.
Now listen to their talk and circle the words used in 1a to describe the animals.
星沙英语网整理
Tapescript
Boy: Hey, Ginny. What’s that big, furry animal in the pond?
Girl: It’s a polar bear, Victor. They’re kind of aggressive.
Boy: Are they? Looks like they really love water.
Girl: Uh-huh.
Boy: And what do you call those big, gray things in the water?
Girl: They’re called manatees.
Boy: What?
Girl: Manatees. They’re very gentle and very shy.
Girl: They’re cheetahs. The cheetah is the fastest animal on earth
1c Doing groupwork
We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.
A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.
B: You’re like an elephant.
A: No.
B: You’re like a manatee.
A: Yes!
A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain.
B: You’re like a chimpanzee.
A: No.
B: You’re like an elephant.
A: Yes!
A: I am like this animal because I like spotted clothing and I run the fastest in my school.
B: You’re like a manatee.
A: No.
B: You’re like a cheetahs.
A: Yes!
2a Listening and matching
A boy is asking a man about animals he likes.
Tapescript
Boy: Can you tell us about the manatees, please?
Man: Sure. We’re trying to save them.
Boy: Why? Are they endangered?
Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them.
Boy: Do you know how many there are?
Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them.
Boy: Where do they live?
Man: Their favorite habitat is the water under the trees in mangrove swamps.
Boy: And why are they endangered?
Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day.
Boy: Aquatic feed?
Man: Oh, that’s underwater plants and vegetation. That’s what they eat.
Now listen to their talk and match the words with the definitions in the box on page 119.
1. endangered →b. there aren’t very many of them.
2. mangrove swamps → d. a place where trees grow in water
3. habitat → a. the place where something lives
4. aquatic feed → underwater plants and vegetation
2b Listening and completing
Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.
Kind of animal Manatee
Number 2,500 in the US
Habitat the water under the trees in
mangrove swamps
Reason why they are endangered Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them.
description The average manatee is about
ten feet long and weighs about
1, 000 pounds. They need
about 100 pounds of aquatic feed a day.
In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.
2c Doing pairwork
You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.
A: How big are manatees?
B: They’re about 10 feet long and they weigh about 1,000 pounds.
A: How much do they eat everyday?
B: They need about 100 pounds of aquatic feed a day.
A: What is Aquatic feed?
B: It is underwater plants and vegetation.
A: That’s what they eat?
B: Yes, it is.
A: Are manatees endangered?
B: Yes, they are endangered. But, we’re trying to save them.
A: Wait a moment. Why are they endangered?
B: Because their homes are disappearing.
A: Where do they live?
B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them.
A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think.
B: You are right. At this point, there are only about 2, 500 in the
U.S.
A: Are there any laws to protect them.
B: Since 1927 laws have been passed protect them.
A: Thank you for your information.
3a Reading and underlining
Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study.
Dear Editor,
I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I've visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don't think so.
Sincerely
Disgusted
3b Reading and writing
A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.
Dear Editor.
I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won't have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon.
Sincerely, Animal friend
4 Debating
Next we are going to have a new activity-to debate.
Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people.
Useful expressions
I think that… I agree with you.
I believe that… I disagree with you.
I feel that… I agree with…
A: I think that animals should not live in the zoos.
B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.
A: I don’t think so.
B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public.
A: Why can people go and see the animals in the forest?
B: In that case, more harm will be done to the animals.
A: Kept in the zoos animals are losing their natural nature of living.
B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected.
A: Some rare animals are dying out.
B: Yes, they are. Rare animals could be preserved when they are in danger of dying out.
A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.
Closing by learning about Brown Eared-pheasant（褐马鸡）
To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐马鸡 in Chinese.
This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.
新目标九年级英语课件(篇8)
（一）（学习目标）Language Goals
1. Talk about imaginary situations. （谈论一些假设的、虚拟的情况。）
2. Hypothetical Conditionals. （初步学习虚拟语气）
3. Give some advice with the target language. （使用虚拟句提出建议）
（二）语言结构（Language Structures）
1. 虚拟语气（掌握与现在事实相反或与将来事实相反的虚拟条件句）
（三）目标语言（Target Language）
1. If I were you , I’d wear a shirt and tie.
如果我是你，我就会穿衬衫打领带。
2. If I were you , I’d take an umbrella.
如果我是你，我就带把伞。
3. What would you do if you won a million dollars ?
如果你赚了一百万美元，你会做什么？
4. What if I don’t know anyone ?
如果我一个人也不认识怎么办？
5. You should eat lots of fruits and vegetable and drink lots of water.
你应该吃大量水果、蔬菜，大量喝水。
6. What are you like ? I think I’m outgoing.
你的性格如何？我想我很外向。
（四）Key phrases （重点词组）
1. won the lottery 赢得抽奖
2. in public 公共的、公众的
3. in the slightest 一点也；根本
4. plenty of 很多的、足够的
5. get along with 与…相处
6. let …down 使…失望、沮丧
7. come up with 提出、想出（问题）
8. medical research 医学研究
9. what if 如果…怎么办
10. be late for 迟到…
11. be nervous 紧张的
12. get nervous （变得）紧张的
13. take a long walk 散步
14. ask one’s permission 征求某人的许可
15. without permission 没得到许可
16. introduce oneself 自我介绍
17. rather than 而不是
18. a circle of good friends 朋友圈子
（五）语法重点（Grammar Focus）
虚拟语气
1. 语气就是我们常说的说话人说话的口气。
在汉语中，语气是由说话人说话的语调、情节等等表现出来的，动词没有任何变化。而在英语中，除了
语调之外，最主要的是动词发生变化而表示不同的语气。
在英语中语气分为三类：陈述语气、祈使语气、虚拟语气。
2. 虚拟语气：如果我们所说的不是事实，也不是要求、命令、劝告等，而只是一种假设、愿望、建议或
是一种实现不了的空想就用虚拟语气。
3. 虚拟语气常用在条件句中，及其他一些从句中。
注意：条件句分两种，真实条件句和虚拟条件句。只有在虚拟（非真实）条件句中，才用虚拟语气，而
在真实条件句中，要用陈述语气。
请比较：
（1）If it is sunny tomorrow , we’ll go to the zoo.
如果明天天气好，我们将会去公园。在这句话中，明天天气好是完全有可能实现的，并非虚拟、幻想，
因此是真实条件句。在本句中，适用“主将从现。”
（2）If I were you , I would go at once.
（如果我是你的话，我立刻就走。）在这句话中，条件句，“如果我是你”，但事实上，我不可能成为
你，这只是假设的情况，没有实现的可能。当条件实现的可能性很小，甚至可以说没有时，就需要用虚拟语
气来表示，动词发生了变化。
4. 在虚拟语气中，句子动词的时态比真实条件句中的时态后退一步
即：
现在时→过去时（该用现在时时，用过去时）
过去时→过去完成时（该用过去时时，用过去完成时）
将来时→过去将来时（该用将来时时，用过去将来时）
过去将来时→过去将来完成时（该用过去将来时时，用过去将来完成时）
在这一单元中，我们只要求初步接触虚拟语气的用法及结构，学习表示与现在事实相反的情况下如何体
现虚拟语气。
5. “表示与现在事实相反的情况”的虚拟语气
请看例句：
If I were you , I would take a small present.
如果我是你的话，我就带上一个小礼物。
（注：在这个句子中，即“If I were you 中，一定用were ，而不能用was”）
（这句话中，是与现在的事实相反，“现在如果我是你的话。”事实上，我不可能成为你，也就根本没
有实现的可能）
请大家注意主句与条件从句中动词时态的变化。
形式：
从句（用过去时） 主句（用过去将来时）
If ＋主语＋
主语＋
注：虚拟语气中的were 除了在If I were you 的结构中不能改动外，其它情况下有时可用was。
又如：
If I won a million dollars , I’d give it to charities.
如果我赢了一百万英镑，我要捐给慈善机构。
（在此句中，If条件句中，动词用过去式won，主句则用should / would 加动词原形。现实情况是我没
赢一百万英镑；虚拟的情况是假如我赢了一百万，这种虚拟是不可能变成现实的，因此用虚拟语气。）
6. 虚拟语气的疑问式，除了动词相应的变化外，其他变化与陈述语气相同
如：
（1）What would you do if you were in the lion’s cage ?
如果你在狮子笼里，你会怎么做？
（疑问词在句首，主句中助动词提前，从句跟在主句后面。）
If I were in the lion’s cage , I’d call for help.
如果我在狮子笼里，我会大呼救命。
If I were in the lion’s cage . I’d get out fast.
如果我在狮子笼里，我会迅速出来。
（2）What would you do if you won the lottery ?
如果你赢了抽奖，你会做什么？
I’d give it to medical research.
我会用于医学研究。
Or I’d put it in the bank.
我会存到银行。
Or If I were a millionaire , I would buy a big house in the country.
如果我是百万富翁，我就在乡村买座大房子。
关于虚拟语气，我们要学习的东西还有许多，同学们会在今后的学习当中，慢慢接触到。
（六）Key points （疑难解析）
1.
bring的意思是把某人或某物“带来”，“拿来”，强调方向，即从别处拿到说话人这儿来。
e.g. Next time you come , bring me that book , please.
下次你来的时候，把我的书带来。
take的意思是把人或物“带走，拿走”，即从说话人这儿带到别处去。
e.g. Who has taken away today’s newspaper ?
谁拿走了今天的报纸？
另外，相似的词还有get 和fetch ，表示到某地找到某人或某物并带回来，强调一去一回。
e.g. Go and get some water. 去弄点水来。
Can you fetch me some paper ?
你能给我取点纸吗？
2. He might not know anyone at the party.
他可能在晚会上谁也不认识。
might 的用法如下：
（1）是情态动词may的过去式
eg. He said that I might borrow his bike.
他说我可以借他的自行车。
（2）是may的虚拟语气形式，不表示过去，而表示现在或将来“可以，可能”，但语气更委婉、客气，
有时表示对可能性有所怀疑。
e.g. a. Might I borrow your bike ?
我可能借你的自行车吗？
（语气比may更委婉）
b. He might come today .
今天他可能会来。
（对“他来”的可能性有所怀疑）
3. What if “如果…怎么办”、“即使…又有什么关系？”
这是一个固定搭配，引导带条件从句的疑问句。
eg. What if they don’t come ?
他们不来怎么办呢？
What if I don’t know anyone ?
如果我一个人也不认识，怎么办呢？
4. I get nervous before big parties.
在大的晚会之前，我会感到紧张。
get nervous 变得紧张，get是系动词，nervous 是形容词做表语。
又如：be nervous 或feel nervous 均可表达同样的含义。
5. in public 公共的、公开的
eg. Lily is very shy , and she is afraid to speak in public.
莉莉很害羞，她害怕在公众场合讲话。
6. ask one’s permission 征求某人的同意。
without permission 没有得到许可。
7. introduce vt. 介绍
introduce sb to sb. 把（某人）介绍给（某人）
eg. It’s my honor to introduce my teacher to everyone.
很荣幸，我把我的老师介绍给大家。
introduce oneself 自我介绍
8. Sometimes you might annoy people because you’re so confident.
有时候，你可能会激怒别人，因为你太自信了。
9. You would also rather stay at home and read a good book than go to a party.
你可能宁愿呆在家里读书，也不愿去参加晚会。
rather …than …宁愿…也不…（注：than与形容词比较级无关）
rather , than 既可分开用，也可合在一起用，译成“而不是”
如：
（1）rather die than surrender 宁死不屈
（2）I , rather than you , should do the work .
该做这个工作的是我，而不是你。
10. in the slightest 根本，一点也
eg. Social situations don’t bother you in the slightest.
社会环境根本影响（干扰）不了你。
11. plenty of 充足的、大量的
12. enjoy the company of other people. 享受他人的陪伴
13. a circle of good friends. 朋友圈子
14. let sb down 使（某人）失望、沮丧
15. come up with 提出问题
【模拟试题】
一. 写出下列词组
1. 一点也、根本不_________
2. 与…相处_________
3. 使…失望、沮丧_________
4. 如果…怎么办_________
5. 赢得抽奖_________
6. 变得紧张_________
7. 征求某人的许可_________
8. 宁可…也不…_________
9. 迟到_________
10. 公共的、公众的_________
二. 补充完整下面虚拟语气的句子，（注意区分主句与从句的位置变化）
1. I’d be a millionaire if __________________________
2. If I had more free time. __________________________
3. If I were you . __________________________
4. She would buy that if __________________________
5. If my house were on fire. __________________________
6. I’d travel around the world if __________________________
7. If I could change one thing about my life. __________________________
8. I wouldn’t do that if __________________________
9. If I could make three wishes. __________________________
10. I would be a better student if __________________________
三. 根据不同情境，首先判断这个情景是真实可能发生的，还是虚拟的，然后填空。
Situation A
EXAMPLE : Gao is a doctor , but if he were （be）a truck driver, he would have （have）
very different skills.
（Gao不可能是个卡车司机，因此这个情境是虚拟的）
2. Gao’s wife is a doctor , too , but she is planning to change her career . If she
_________ （change）her career , she ___________ （study）to become a lawyer.
Situation B
3. Antonieta is Brazilian , but she has lived in the United States and New Zealand , so she
speaks excellent English . If she __________ （stay）in Brazil , her English _________ （not）
（be）so good.
4. However , Antonieta _______ （speak）French too if she _________ （move）to France next
year.
Situation C
5. Mary’s car is old . If it ________（break down）, she ________ （buy）a new one.
6. Because Mary has a car , she has driven to school every day this term . But if she
_______ （not）（have）a car , she ________ （take）the bus.
Situation D
7. Marcia has applied to graduate school . She _______ （start）school next fall if she
_____（get）accepted.
8. When Marcia was twenty-one , she quit school for several years to get married and raise a
family . If she ________ （continue）her studies instead of raising a family , she _____
（begin）graduate school a long time ago.
四. 假设你现在在一个孤岛上，除了图中所示的物品，你一无所有，你该怎么办？完成下题。
Imagine you are on a desert island . You have nothing with you except these objects . What
would you do with them ?
If we were on a desert island , we would use this to
_______ . We would _______ with this
If we had this with us on the island , , we would use it to
___________ . With this , , we
_____________ . And finally , we _________ with this
五. 看图
What would you do if you were in prison ? At least 5 sentences .
假设你在监狱里，你做些什么？
【试题答案】
一. 1. in the slightest
2. get along with
3. let sb down
4. what if
5. won the lottery
6. get nervous
7. ask one’s permission
8. rather …than …
9. be late for
10. in public
二. Answers will vary . 答案可多种多样，但必须符合虚拟语气的结构
eg. I’d be a millionaire if I won the lottery.
三. 2. changes will study （真实的）
3. had stayed would not be （虚拟）
4. will speak / moves （or would speak / moved）（真实或虚拟均可）
5. breaks down will buy （真实的）
6. did not have would take （虚拟的）
7. will start gets accepted （真实的）
8. had continued would have begun （虚拟）
四. The objects are knife , sock , fishhook , rope , plastic bags .
Answers will vary.
五. Answers will vary.
新目标九年级英语课件(篇9)
新课程标准感知
知识要点 本单元用虚拟句谈论一些假设的情况
本单元要点如下
1． 学会谈论一些假设的、虚幻的情况；
2． 达到如何使用虚拟句提出建议的目标；
3． 学会表示与现在的情况相反的虚拟语气的结构；
4． 学会用虚拟语气表述自己的还没有实现的愿望
一.重点词汇
million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、
trouble、energetic、confident、in public、social
二.重点短语
1. won the lottery 赢得抽奖 2. in public 公共的、公众的
2. in the slightest 一点也；根本 4. plenty of 很多的、足够的
get along with 与…相处 6. let …down 使…失望、沮丧
7. come up with 提出、想出（问题） 8. medical research 医学研究
9. what if 如果…怎么办 10. be late for 迟到…
11. be nervous 紧张的 12. get nervous （变得）紧张的
13. take a long walk 散步 14. ask one’s permission 征求某人的许可
15. without permission 没得到许可 16. introduce oneself 自我介绍
17. rather than 而不是 18. a circle of good friends 朋友圈子
三.交际用语
1. If I were you , I’d wear a shirt and tie. 如果我是你，我就会穿衬衫打领带。
2. If I were you , I’d take an umbrella. 如果我是你，我就带把伞。
3. What would you do if you won a million dollars ? 如果你赚了一百万美元，你会做什么？
4. What if I don’t know anyone ? 如果我一个人也不认识怎么办？
5. You should eat lots of fruits and vegetable and drink lots of water.你应该吃大量水果、蔬菜，大量喝水。
6. What are you like ? I think I’m outgoing. 你的性格如何？我想我很外向。
四.语法聚焦
What would you do if you won a million dollars ？
I’d give it to medical research .
I can’t sleep the night before an exam .What should I do ？
If I were you , I’d take a long walk before going to bed .
第一课时
Section A
Step 1 Free Talk
Talk about good habits of the students. Say, “ Wd all have some good habits. Can you tell the other students what good habits you have.” For example, getting up early, reading, helping others, not wasting money, etc.
When they talk, write some on the blackboard. Get the students to think about if they don’t hav have these good habits what will happen.
Step2 Talking and writing
Say, “Please imagine, what would you do if you had a lot of money?” The students discuss with the partners. Then get them to write some other situations in the list and share the answers. Point out: The sentences here are imaginary situations. They may not come true, just imaginary. So we often use the past tense and “would ” to express this kind of situation.
Step 3 Listening and talking
1b. First talk about some information in the picture. Say, “ We are going to listen to a conversation about their ideas about how to spend a million dollars.”
Students listen to the tape and number the pictures.
Then help the students practice the similar dialogue simply in 1c.
Step 4 Listening
First ask “ What would you do if you went to a party? What would you wear? What would you bring? What would you feel if you don’t know anyone at the party?”
After talking about the questions, come up with the question in 2a “ Why is Larry nervous?” Then listen.
2b. Listen again. Check the four things Larry’s sister says to him. Then check the students’ answers.
Step 5 Pairwork
According to the listening Text above, get the students to practice the conversation by looking at the instruction in 2c.
Ask some pairs to act out their own dialogues.
第二课时
Step 1 Free talk
Say “Imagine, what would you do if you were very old?”
“What would you do if you were teachers?”
“ What would you do if you had a lot of money?”
Get the students to talk about the questions. Collect their answers and write some on the blackboard.
Step 2 Grammar Focus
Point out the sentences on the blackboard all belong to imaginary situations. Ask the students to find out the rules in the sentences. Then look at the sentences in Grammar Focus. Comprehend them. Talk about some information about imaginary situations.
Step 3 Reading and watching
Ask “ Do you have some trouble during your daily life?” The students talk about their trouble and ask the other students to give advice. Then 3a, ask the students match each problem with the correct advice. Check the answers. Then comprehend the sentences.
Step 4 Game
Ask the students to write their problems on a piece of paper. Ask one student to choose some paper with problems on and read the problems. After he / she reads one problem, the other students try to give advice by using “ You should…” or “ If I were you…”.
Exercises:
完成句子：
1. He doesn’t know ______________( 穿什么) at the party.
2. _____________ (如果我是你), I would buy a small present.
3. What would you do ______________ (如果你获得了第一名)？
4. You’d take a long walk ______________ (在吃过晚餐之后).
5. I ______________(变得紧张) before big exams.
第三课时
Section B
Step 1 Word competition
Say “ We usually use adjectives to describe a person. Do you know those words? Let’s have a competition.”
Get representatives of boys and girls to come to the front and write the words about description on the blackboard as many as they can.
Step 2 Giving definitions
Say “ Just now we had the word competition. Then let’s try to give definitions of these words in English.” Discuss with partners and give definitions.
Step 3 Writing and competition
Get the students to understand the instructions in 1a. Understand the meaning of every word. Then fill in the blanks with the words. Check the answers.
After students write the words, have a competition of making up sentences. Say, “ Please make up sentences by using these words. Let’s see who can make up more sentences , boys or girls?”. Then do it.
Step 4 Listening
2a. At first help the students understand the instruction. Look at the personality survey. Explain “ give a speech, without permission, introduce oneself to sb.” Then listen. Check the questions Celia asks.
Some points:
1. give a speech = make a speech, give a talk 演讲
2. without permission （未经允许） with permission （经过允许）
permission n. “允许” permit v. “允许”
permit sb to do sth 相当于allow sb to do sth 意思是“允许某人做某事”
例：The teacher didn’t permit us to swim in this river.
= We can’t swim in this river without the teacher’s permission.
3. introduce oneself to sb. 意思是“向某人自我介绍”
例：Let me introduce myself to you. I am Jim.
2b. Listen again. Circle Bill’s responses. Then check the answers.
Step 5 Practice
Get the students to practice the similar conversation in 2c by looking at the personality survey.
Exercises:
翻译句子：
1． 他害怕在公众场合讲话。
2． 这个女孩很善交际。她有许多朋友。
3． 莫扎特是个很有创造力的音乐家。
4． 男孩们总是精力旺盛。他们几乎从不感觉到累。
第四课时
Step 1 Free talk
Ask questions like “What would you do if the teacher asked you to give a speech in front of the whole school? What would you do if someone took away your things without permission? What would you do if someone asked you to be in a movie? What would you do if you wanted to be friends with a new student?”
Get the students to talk about them.
Step 2 Reading
Ask the students to read the passage in 3a and fill in the blanks in the results with “a”, “b” or “c” according to the survey in 2a. Then help the students comprehend the whole passage.
Some points:
1. pretty ① 相当，非常 相当于very, quite
② 漂亮 相当于beautiful
2. in the slightest 意思是“根本，一点也”
not….in the slightest 意思是“根本不，一点也不”，相当于not…. at all.
slight 是adj. 表示“轻微的，不重要的”
例：I have a slight cold. 我有点轻微的感冒。
3. company ① 陪伴 （不可数n.）
② 公司 （可数n.）
例：I feel at home in your company. 和你在一起令我轻松自在。
He is a driver in a bus company. 他是一家汽车公司的司机。
4. rather than, would rather…than 意思是“与其……倒不如”，“宁愿…...而不愿”
例：I want to stay at home rather than go to school.
I would rather stay at home than go to school.
这两个短语前后都连接两个相同的成分。
After explaining the points, ask the students to read the passage.
Step 3 Groupwork
Divide the students into several groups with four students in each. Design a personality survey according to the example in 3b. The survey must include at least two questions. Then discuss about the questions with the group members.
At last share the students’ answers and make a conclusion, such as “Student….. is very outgoing. Student … is very friendly” and so on.
Homework:
Recite the passage in 3a.
第五课时
Step 1 Warming up
Ask the students make examples about good or bad personality. Discuss about the personality the students like.
Step 2 Self check
For Ex 1, fill in each bland with the correct word given. Understand the Chinese meaning of every sentence.
For Ex 2, read the e-mail and comprehend it.
Then read the passage. Write a reply according to this email. Ask some students to read their replies.
Step3 Just for fun
Students read the funny cartoons at last.
第六课时
Step 1 Warming up
Talk about the questions “ Do you often surf the Internet? Do you have a net friend? What would you do if the net friend wanted to meet you?”
Step 2 Reading
Say “ In our daily life, we would meet lots of situations. And what would you do if something happened? Then let’s study the passage.”
Give a reading task to the task to the students. “ Find out all the accidents and problems in the reading text.” After the students finish the task, help them comprehend the passage.
Some points:
1. If I were you, I’d have a first-aid…..
此句使用了虚拟语气，对现在的事情进行假设，表示与现在事实相反的一种假设。此时，主句中谓语动词使用“should / would + v原形”的结构。If从句中谓语动词使用一般过去时态，如果该动词是be动词，则一律用were.
例：If I knew this, I would tell you.
2. burn-burned – burned 或burn – burnt – burnt 意思是“烧伤，烧坏”
例：The house is burning.
如果表示“被烧死”，则常用be killed by fire / in the fire, 也可用be burnt to death.
3. injure “伤害，损伤”，指事故中肉体上受到伤害，也指精神上的损伤，常用人作主语。
例：She was badly injured in an accident.
4. hurt “疼痛”，可用疼痛的具体部位作主语，也可用人作主语。
例：My head hurts.
She hurt herself yesterday.
Read the passage, and finish 3b.