高中英语情态动词详解及练习

1、.高中英语情态动词详解1. 表示恳求和允许: can, could , may, might. 过去式使语气更委婉，答语应用原形。 - Could I use your computer tomorrow morning?- Yes, you can. 否认答复可用：No, Im afraid not.2表示推测：理论可能性can可能性肯定句must, may ,might, could疑问句can否认句cant 不可能，may not 可能不1can表示理论上的可能性，指某事或情况可能发生，但并不说明实际上真的发生. Children can be very tiring.2对如今事情的推测

2、： 情态动词+do对过去事情的推测： 情态动词+have done对已完成事情的推测：情态动词+have done3反意问句：He may know the plan, doesnt he?You must have studied English before, havent you?You can t have been caught in the rain last night, were you?3can & be able to在肯定句中can表示有“才能做，be able to表示通过想方法/努力等而可以做成了某一件事， 相当于managed to do或succeeded in

3、doing sth. Birds can fly.The fire spread through the hotel very quickly but everyone was able to get out.4. may / might as well do sth “还是好、“不妨You might as well tell me the truth. 你还是把真相告诉我的好。5. must和have to 1 must表示的是说话人的主观看法, 而have to强调客观需要。2否认形式含义不同。mustnt制止，不答应，dont have to不必3 must 偏要做令人不快的事eg.

4、Must you shout so loudly?6. shall和should1表示说话人征求对方意见和向对方请示，用于第一、三人称。 When shall my father be able to leave hospital?Shall 2 用于第一、三人称2 用于第二、三人称,表示说话人给对方的命令、警告、许诺或威胁以及说话人的决心。You shall go with me 命令 / You shall have the book when I finish it.33许诺He shall be punished 威胁/ Nothing shall stop me from doing

5、 it. 决心3 规定在条约、规那么、法律1 表示劝告和建议“应该2 “按道理应当“估计=ought toThey should be there by now, I think.3 用于第一人称表示说话人的一种谦逊、客气、委婉的语气。I should advise you not do that.我倒是劝你别这样做。4 在条件句中表示“万一，主句不一定用虚拟语气。Ask Tom to ring me up if you should see him. /Should I be free tomorrow, Ill come.5 Why / How + should 构造表示说话人对某事不能理

6、解，感到意外、惊异等意思， 意为“竟然，也用在某些从句中。It seems so unfair that this should happen to me.这种事竟然发生在我身上真不公平。7. will 和would1 表示意志和意愿。will 指如今，would指过去。If you will listen to me, Ill give you some advice.2 表示恳求、建议，would比will委婉、客气。Will Would you please pass me the book?3 表示习惯性动作，“总是“惯于，will指如今，would指过去。Fish will die

7、without water.Every evening, she would sit by the window, deep in thought.4. 表示功能， 意为“能 或“行 The machine wont work.5 表示意料或猜测。It would be about ten when he left home.猜测他分开家时大约十点。8. would & used to1 表示过去持续的状态和情况用used to; would不与表示状态的动词连用。There used to be a hospital here. / There would be a hospital her

8、e. 2 would 常与often, sometimes, for hours等表示时间的副词短语连用。We would sit in the yard every evening and listened to his story.3 used to 强调过去的行为同如今的比照，含有“过去怎样，而如今却不这样了的含义. eg. He will not spend the money on books as he used to.9. dare 和need两者作为情态动词都不用于肯定句，常用于否认句、疑问句和条件从句中。习惯用语I dare say可能，或许，我揣测除外。实义动词用法同于一般

9、动词。但在否认句中，dare 后的to可省略，即：dont / doesnt dare to do. need 作为实义动词时，用在否认句中时，其后的to不能省略。He dare go there alone. He dares to go there.He dares not go there alone. He dare not go there alone . / He doesnt dare to go there alone.He stood there without daring lift his head. He stood there without daring to li

10、ft his head.10情态动词+ have done,表示过去 比较： 情态动词+ do , 表示如今或将来。neednt have done & didnt need to doShe need not have come yesterday. 她昨天本不必要来的。但却来了She didnt need to come yesterday. 她昨天不必来。实际上也没来【各个击破】1. I lived with my sister this summer and didnt have to pay rent. So I _save my salary. A. could B. would

11、C. was able to D. should2. - Look , Johns fallen asleep.- Oh, he _ too late last night.A. might sit up b. should have sat up c. could sit up D. must have sat up3. On Sundays when I was a child , Father and I _ get up early and go fishing. A. could B. would C. might D. should观察内容的选择，我本着先静后动，由近及远的原那么，

12、有目的、有方案的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进展观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。我加以肯定说“这是乌云滚滚。

13、当幼儿看到闪电时，我告诉他“这叫电光闪闪。接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。一会儿下起了大雨，我问：“雨下得怎样?幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨这个词。雨后，我又带幼儿观察晴朗的天空，朗读自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。这样抓住特征见景生情，幼儿不仅印象深化，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的根底上，引导幼儿联想，让他们与以往学的词语、生活经历联络起来，在开展想象力中开展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿可以生

14、动形象地描绘观察对象。4. - Many people in England love to give advice on weather reporting.- Yes, but I think the weather offices computers _ be more accurate. 准确的 A. can B. must C. ought to D. might5. - Are you still going to Shanghai for the Spring Festival?- Yes, but I really _ because I have a lot of thing

15、s to deal with. A. cant B. mustnt C. wont D. shouldnt6. Well, I forgot to bring my dictionary here yesterday.- Actually you _ it here. You were not allowed to use it.A. neednt bring B. neednt have broughtC. didnt need to bring D. dont have to bring7. - Shall I book the table for the dinner? -Yes, yo

16、u_. The restaurant is always full of people. A. can B. will C. must d. need8. The poor boy _ the test again; in that case, his mother will be very disappointed.A. must have failed B. might fail C. could have failed D. should fail9. - Why _ it rain now? I _ go to the concert at 7.- What a pity!A. can

17、; might not B. should; neednt C. must; cant D. need; mustnt10. - We need some fresh air, but the window open.- _I help you ?A. didnt; Will B. shant; Need C. mustnt ; May D. wont; Shall11. - What do you think of your nephew?- He be very naughty but at the same time you _ help liking him.A. will; will

18、 B. wont ; cant C. may; may D. can; cant12. It was not possible that she_ go down, step by step down the unexpected stairs into the dark below.A. should dare B. should dare to C. must dare D. must dare to13. - I am told that John had another car accident this morning.我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记

19、几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就锋利地提出:“中小学语文教学效果差,中学语文毕业生语文程度低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!寻根究底,其主要原因就是腹中无物。特别是写议论文,初中程度以上的学生都知道议论文的“三要素是论点、论据、论证,也通晓议论文的根本构造:提出问题分析问题解决问题,但真正动起笔来就犯难了。

20、知道“是这样,就是讲不出“为什么。根本原因还是无“米下“锅。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背的重要性,让学生积累足够的“米。- I believe not. He _ so careless.“教书先生恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生概念并非源于教书，最初出现的“先生一词也并非有传授

21、知识那般的含义。?孟子?中的“先生何为出此言也？；?论语?中的“有酒食，先生馔；?国策?中的“先生坐，何至于此？等等，均指“先生为父兄或有学问、有德行的长辈。其实?国策?中本身就有“先生长者，有德之称的说法。可见“先生之原意非真正的“老师之意，倒是与当今“先生的称呼更接近。看来，“先生之根源含义在于礼貌和尊称，并非具学问者的专称。称“老师为“先生的记载，首见于?礼记?曲礼?，有“从于先生，不越礼而与人言，其中之“先生意为“年长、资深之传授知识者，与老师、老师之意根本一致。A. shouldnt have been B. wouldnt have been唐宋或更早之前，针对“经学“律学“算学和“书学各科目，其相应传授者称为“博士，这与当今“博士含义已经相去甚远。而对那些特别讲授“武事或讲解“经籍者，又称“讲师。“教授和“助教均原为学官称谓。前者始于宋，乃“宗学“律学“医学“武学等科目的讲授者；而后者那么于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教在古代不仅要作入流的学问，其教书育人的职责也十清楚晰。唐代国子学、太学等所设之“助教一席，也是当朝打眼的学官。至明清两代，只设国子监国子学一科的“助教，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士“讲师，还是“教授“助教，其今日老师应具有的根本概念都具有了。C. co