高中英语Unit 2 Poem巩固练习 虚拟语气(2)教案

虚拟语气（2）编稿：牛新阁审稿：王春霞概念引入上一单元我们学习了虚拟语气中与现在、将来事实相反的虚拟条件句及宾语从句的虚拟语气。

本单元要继续学习虚拟语气中与过去事实相反的虚拟条件句，及虚拟语气在其它从句中的应用。

首先，我们先看下面含虚拟语气的句子：1. We would have won, if Jack had scored that goal.2. We would have won if we hadn’t stayed up so late the night before.3. We would have won the championship, if we had got Mr Han to coach us.4. If she had studied harder, she would have got the diploma.这些句子都是与过去事实相反的虚拟条件句。

下面我们就来学习这部分内容。

用法讲解与过去事实相反的虚拟条件句虚拟条件句的动词形式假设类型条件从句（if从句）谓语动词主句的谓语动词与现在事实相反一般过去式(be用were) would/should/might/could +动词原形与将来事实可能相反1）一般过去式(be只用were)2）were to + 动词原形;3）should + 动词原形would/should/might/could+动词原形与过去事实相反had done would/should/might/could + have过去分词从表格可知，虚拟条件句与过去事实相反时，条件从句的谓语用过去完成时，而主句的谓语用would/should/might/could加现在完成时形式。

If he had taken my advice, he would not have made such a mistake.如果他听我的劝告的话，就不会犯这样的错误了。

虚拟语气教学设计临潼中学高娟Step1 leading-inWatch a videoT: why does Japan always want to occupy Diaoyu Islands?S: Because Diaoyu Islands and near seas contain plenty of oil resources.Stept2 RevisionIf there (be) no oil resources, Japan__(not plan) to occupy Diaoyu Islands.If I had participated in the Anti-Japanese demonstration last Saturday,I _____(wave) the national flag.I would .(在主干道上游行)If I had been on the spot, I should have shouted .If I had been on the spot, I .If I should have a chance to go there, I .（在钓鱼岛上升中国国旗）(1) If 虚拟条件状语从句在含有助动词were, had 和should的非真实条件状语从句中，从句可省略if，并采用部分倒装句式，主句保持不变。

其中“had”必须是助动词，否则不可。

If I had participated in the Anti-Japanese demostration last Saturday, I should have waved the national flag.If I should have a chance to go there, I would raise Chinese flag on the island.(2) 错综虚拟语气If I had been there last Sarturday, I .（现在可以告诉你们一些关于游行的事情）(3) 名词性从句的虚拟语气。

稳固练习Ⅰ. 翻译句子：1.我们有必需出去散漫步。

____________________________________________________2.假如他早起，他就不会上学迟到。

____________________________________________________3.假如他开车更当心点，他昨天就不会出车祸了。

____________________________________________________4.假如我们的父亲母亲能和我们住在一同就好了。

____________________________________________________5.真遗憾你居然错过了一个好时机。

____________________________________________________6.你真该去上学了。

____________________________________________________7.你本不该当告诉她实情。

____________________________________________________8.我没有足够的钱，不然我会买那本书的。

____________________________________________________9.假如我们国家每一个人都懂抢救，就会有很多生命被救。

____________________________________________________10.我情愿你此刻付我钱。

____________________________________________________Ⅱ . 请更正以下句子中的错误。

1.The doctor ordered that she stayed in bed for a few days.2.I’d rather you will go to the concert with me this evening.3.If you had worked hard, you would have been very tired now.4.It is high time that we leave for our hometown.5.If only I can speak several foreign languages!6.I wish I didn ’tdo such a foolish thing yesterday.7.What would have happened if you didn ’thelp her?8. But for your great efforts, the work couldn’tbe finished on time.Ⅲ.单项选择。

虚拟语气（2）编稿：牛新阁审稿：王春霞概念引入上一单元我们学习了虚拟语气中与现在、将来事实相反的虚拟条件句及宾语从句的虚拟语气。

本单元要继续学习虚拟语气中与过去事实相反的虚拟条件句，及虚拟语气在其它从句中的应用。

首先，我们先看下面含虚拟语气的句子：1. We would have won, if Jack had scored that goal.2. We would have won if we hadn’t stayed up so late the night before.3. We would have won the championship, if we had got Mr Han to coach us.4. If she had studied harder, she would have got the diploma.这些句子都是与过去事实相反的虚拟条件句。

下面我们就来学习这部分内容。

用法讲解与过去事实相反的虚拟条件句虚拟条件句的动词形式从表格可知，虚拟条件句与过去事实相反时，条件从句的谓语用过去完成时，而主句的谓语用would/should/might/could加现在完成时形式。

If he had taken my advice, he would not have made such a mistake.如果他听我的劝告的话，就不会犯这样的错误了。

（事实：没有听我的话---he didn’t take my advice）If you had e a few minutes earlier，you would have met him.要是你早来几分钟的话，你就见到他了。

（事实：来晚了---you came late）If She hadn’t been so strict with herself, she wouldn’t have made such great progress.她要是对自己要求不严格，她就不会有这样大的进步。

Unit 2 Poems Section Ⅲ Grammar- 虚拟语气〔2〕语法图解探究发现①If you had e earlier, you would not have missed the exciting scene in the movie.②If you had told me the news yesterday, I wouldn't be so worried now.③Had I left sooner, I would havebeen there on time.④But for your advice, I would have failed.⑤He treats the little girl as if she were his own daughter.⑥It's high time that we began the work.⑦It's necessary that we (should) learn English well.⑧If only I had not been busy last week.[我的发现](1)在表示与过去事实相反的虚拟语气时，条件句的谓语动词用“had＋过去分词〞形式表示，而主句谓语动词那么用“would/should/might/could＋have＋过去分词〞表示。

(如例句①)(2)当条件句的谓语中有had, were或should时，可将if省略，同时将had, were或should提到从句主语的前面，形成倒装。

(如例句③)(3)当主从句所指的时间不一致时，其谓语动词应分别根据自己的具体情况采用适当的形式。

(如例句②)(4)有时某些介词短语、副词或上下文可以表示虚拟条件，这种虚拟语气叫含蓄条件句。

(如例句④)(5)as if引导的从句所表达的内容不是事实时，其谓语动词应用虚拟语气。

(如例句⑤)(6)虚拟语气还用于某些特殊句式(结构)中。

Unit 2PoemsSection ⅡGrammar语法指南虚拟语气（2)本单元语法重点是讲解虚拟语气中与过去事实相反的情况.1．基本句型：If＋主语＋had＋过去分词,主句主语＋should/would/could/might＋have＋过去分词If you had come yesterday，you would have met him．要是你昨天来的话，你就会遇到他了。

If you hadn't helped us，we couldn’t have made such great progress．要是当时你没有帮助我们，我们不会取得如此大的进步.2．if省略句在条件句中可以省略if，把were，had，should提到句首，变为倒装句式。

如：Were I you，I would accept the challenge．如果我是你的话,我会接受挑战的。

Had you informed me earlier，I wouldn't have signed the contract．要是当初你早点告诉我，我就不会签那个合同了。

Should I have time，I would help Tom with his maths．要是我有时间，我就帮汤姆学数学。

3．错综时间条件句如果条件句的动作和主句的动作不是同时发生，这时主句和从句的谓语动词的形式应根据它要表达的具体时间来调整。

如：If you had repaired the house yesterday，it wouldn't be wet now．要是你昨天修了房子的话,房子现在就不会湿了。

（过去→现在) If I were you，I wouldn’t have missed the movi e last night．如果我是你,我就不会错过昨晚那部电影。

（现在→过去）4．(1）If it be not for.。

稳固练习一、单词填空依据句意及所给首字母或汉语提示用单词的正确形式达成句子。

1.Parents there always give their children names that r______: Donnie, Ronnie, Connie.2.Six weeks later we heard, to our great s______, that he had died.3.A travel plan should be f________ in order to cope with changeable weather and unexpectedemergencies.4.You play the piano so well. You will be a good p_________ someday.5.Our English teacher asked each of us to write a p______ ( 诗 ) after class.6.Don ’ttake it seriously; he was only t_________ （开玩笑） .7.John was touched by the _________（暖和） of their wele.8.The music is written in a ________ ( 节奏 ) of three beats to a bar.9.We should find an _________ ( 适合的 ) way to deal with the problem as soon as possible.10.To have a certain ability of __________ ( 翻译 ) is one of the aims of English teaching.二、选词填空从下边方框中选出适合的短语或单词并用其正确形式填空。

年级高二学科英语版本人教新课标版课程标题选修 6 Unit 2 Grammar 虚拟语气II编稿老师冯振宇一校李秀卿二校林卉审核刘晓军一、学习目标：1. 学习虚拟语气在名词性从句中及其他从句中的应用。

2. 掌握虚拟语气使用的语境及方法。

二、重点、难点：虚拟语气在各种从句中的句型结构。

三、考情分析：在高考题中，目前全国19套各省试题中涉及到虚拟语气知识点的占30%以上，因此这一语法项目在高考中变得越来越重要。

这一知识点经常以单项选择题的形式出现，分值为1分。

而且，我们在日常对话中也经常会用到虚拟语气。

四、知能提升（一）知识讲解【认知讲解】l. 虚拟语气在主语从句中的用法：1）在“It is important (strange，natural，necessary)that…”这类句型里，that所引导的主语从句中的谓语动词常用“should+动词原形”结构，表示某事是“重要”、“奇怪”、“自然”、“必要”的等意义。

It is important that every member (should) inform himself of these rules.重要的是每个成员都应该知道这些规则。

It is necessary that we (should) do something to protect the environment.我们每一个人都很有必要做些事情来保护环境。

It is strange that a well behaved gentleman should be so rude to the lady.真奇怪，那个举止得体的绅士竟然对那位女士如此粗鲁。

2）It is ordered/suggested that…从句that引导的主语从句的谓语动词用“(should)+v.”结构。

这一类的动词还有：propose, require, demand, request, insist, ask等。

教学设计：语法教学--虚拟语气Ⅱ精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

Period 5 Reading and Writing整体设计教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent sp eaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.Knowledge and skills1．To enable the st udents to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.3．To get the students to learn the following useful structure：If I＋past tense...，I would...4．To help the students learn how to write a poem starting with “If I．..”．5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to poetry.2．To inspire the students to write poems of their own.教学重、难点1．The understanding of the reading passage.2．The use of the subjunctive mood in poem writing.3．Teaching the students how to write a poem of their own.教学过程Step 1RevisionCheck the answers to the grammar exercises on Page 13 and explain the difficult ones.Step 2Pre－readingListen to the poem “I've saved the summer” and answer these questions：1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent?2．Does the poem have a rhythmic pattern?3．Does the poem have rhyming words?4．When you were listening to the poem，did it make you feel something or think about something? What did it make you feel or think about?Suggested answers：1．Students' answers may vary.2．Yes(it has two strong beats per line)．3．Yes.4．Students' answers may vary.Step 3Reading1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines?2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.Suggested answers：1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.2．The strong beats of the rhythm are marked below：I've saved the sum merAnd I give it all to youTo hold on winter morn ingsWhen the snow is new.I've saved some sun lightIf you should ever needA place away from dark nessWhere your mind can feed.And for myself I've kept your smileWhen you were but nine teenTill you're older you'll not knowWhat brave young smiles can mean.I know no ans wersTo help you on your wayThe ans wers lie some whereAt the bott om of the day.But if you've a need for loveI'll give you all I ownIt might help you down the roadTill you've found your own.Step 4DiscussionIn small groups discuss these questions：1．Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.2．Which of the following is the closest to the speaker's message? Give a reason for your choice.A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.C．While you're away I'll remember your smile and I'll love you always.When you return，I hope you will love me.Suggested answers：1．A parent(mother or father)speaking to a young adult child(son or daughter)．We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.2．BStep 5Language studyShow the students the following language points in a slide show.1．appropriate(P13)【原句再现】Match the beginning of each sentence with the appropriate ending.把每个句子的开头与其合适的结尾连在一起。

虚拟语气教案英语一、教学目标1.让学生理解虚拟语气的定义和基本结构。

2.掌握虚拟语气的三种时态：过去、现在和将来。

3.能在实际语境中正确使用虚拟语气。

二、教学重点和难点1.重点：虚拟语气的结构和用法。

2.难点：虚拟语气与真实情况的区分，以及在特定语境下的正确使用。

三、教学过程1.导入：通过日常生活中的情境引入，如“如果我有一双翅膀，我就能飞上天空。

”引导学生思考并介绍虚拟语气的概念。

2.讲授新课：详细介绍虚拟语气的三种时态，配合例句进行讲解，让学生了解其结构和用法。

3.巩固练习：给出多个例句，让学生判断其时态并模仿造句。

4.归纳小结：总结虚拟语气的使用规则和注意事项，确保学生能准确理解和运用。

四、教学方法和手段1.激活学生的前知：回顾之前学过的语法知识，帮助学生理解虚拟语气的概念。

2.教学策略：结合讲解、示范和小组讨论，确保学生能充分理解和掌握。

3.学生活动：组织小组讨论和造句练习，提高学生的实际应用能力。

五、课堂练习、作业与评价方式1.练习题：提供多选题、改错题和造句题，帮助学生巩固所学内容。

2.作业布置：要求学生回家后整理虚拟语气的相关知识点，并造10个正确的句子。

3.评价方式：课堂练习的完成情况占40%，作业占30%，期终测试占30%。

六、辅助教学资源与工具1.PPT课件：包含详细的语法解释和例句。

2.在线字典或词典：提供必要的词汇解释。

3.互动教学软件：如Quizlet或Hackschooling，帮助学生进行自主学习和复习。

七、结论通过本节课的学习，学生应能准确理解和运用虚拟语气，掌握其在不同语境中的用法，为提高英语表达能力打下基础。

八、教学反思本次课程整体上较为顺利，但在讲解过程中发现部分学生对虚拟语气的理解仍存在困难。

未来应加强与学生的互动，以及多提供实际应用的例子来帮助学生更好地理解和运用虚拟语气。

教案3 Unit2 Poems虚拟语气”教学设计及反思GrammarTeaching materialNSEFC Book 6 —— Unit 2Teaching aimsEnable the students to master the usage of the Subjunctive mood.Teaching important pointsHow to enable the students to know the structure and the usage of the Subjunctive mood.Teaching difficult pointsHow to help the students to master the usage of the Subjunctive mood.Teaching aidstape recorder, slidesTeaching proceduresStep1 Revision1. 虚拟语气在if条件状语从句中的用法2. Wish 引导的宾语从句I wish I were a bird.I wish he hadn‘t done that. (do)I wish I would be rich in the future.3. 表示要求,命令,建议的虚拟语气一个坚持___________ 两个命令_____________三个建议_____________四个要求____________Keys：1). insist 2). order, command3). advise, suggest, and propose 4). demand, require, request, desire这些动词后面的宾语从句要使用虚拟语气用法。

即从句中的动词使用should + 动词原形, 或者将should省略。

The doctor suggested that he (should) try to lose his weight.He insisted that we (should) tell him the news.虚拟语气(二)the Subjunctive mood1. 表语从句、同位语从句中的虚拟语气在suggestion，proposal，order，plan，idea，advice，decision等需要有内涵的名词后面的表语从句、同位语从句中，要使用虚拟语气。

Unit 2 虚拟语气(Ⅱ)语境自主领悟先观察原句后自主感悟1．Have you ever wished you could paint aswell as a professional artist？2．It is necessary that we (should) learnEnglish well．3．My mom suggests that we (should)eat outfor a change this weekend．1．例句1中wish后的宾语从句的谓语动词用“would/could＋动词原形”表示将来不可能实现的愿望。

2．例句2中It is necessary that．．．结构的谓语动词要用“(should＋)动词原形”。

3．例句3中suggest表示“建议”，宾语从句的谓语动词要用“(should＋)动词原形”。

虚拟语气可以应用于主语从句、宾语从句、表语从句、同位语从句等从句中。

一、用于主语从句中常用虚拟语气(谓语动词用should do，其中should可以省略)的主语从句有以下三种句式：1．It is/was＋important/necessary/essential/impossible/ natural/strange/surprising．．．＋that从句．It is very important that we (should) master the basic skills of computer．掌握电脑的基本技能是很重要的。

2．It is/was ＋a/an rule/shame/honour/surprise．．．＋that从句．It is a rule that everyone (should) obey the law of the country．条例规定人人都应该遵守国家的法律。

3．It is/was ＋suggested/requested/required/demanded/ ordered/commanded/proposed．．．＋that从句．It is suggested that we (should) start before sunset．建议我们应该日落前出发。

If引导非真实条件句〔虚拟语气〕语法教学设计
一、«高中英语课程标准»分析：
虚拟语气这一语法工程是各类英语考试中心测试的重点之一，在高考题型中都有可能会涉及到，是高中阶段英语学习的一个重点和难点，也是高考英语常考的一个考点，掌握好虚拟语气对于语言理解和运用也具有重要的意义。

1什么是虚拟语气即虚拟语气的概念；
引导虚拟语气的语法规那么；
二、学情分析：
学生英语学习习惯差，语法知识混乱。

很多学生学习英语困难，根底知识不扎实，在实际做题时常常无从下手，不能灵活运用。

三、教学目标：
1知识与技能目标：掌握if引导虚拟语气语法的根本规那么；能解决有关虚拟语气的习题。

2过程与方法目标：教师讲解引导，举例并做练习
3情感和价值目标：通过教师主动性和创造性的发挥，激发学生的学习兴趣，体验成就感。

四、教学重难点：
1教学重点：了解和掌握if引导虚拟语气语法工程的根本规那么
2教学难点：能运用语法规那么去完成各种练习，并在实际语言活动中去灵活应用，培养学生的语言运用能力和英语思维。

五、教学和学法方法：
教法讲授法:情景教学法，任务型教学法
六：教学手段：
多媒体辅助教学
七、教学过程：
te
e here
tomorrow,
I________t
a him
〔通过上面三个小题的练习，让学生掌握虚拟语气这项语法在高考解题中的灵活运用〕
教学反思：
通过本节语法课的复习教学，改变传统语法教学, 通过设置情景和任务让学生在学习语法规那么的同时，认识到这些语法规那么和语言知识在实际生活和学习中的实用性。

吸引学生进行英语学习，提高学习兴趣。

【语法讲解】英语Unit 2 Poems-虚拟语气的用法2从句用过去时构成的虚拟语气1. 动词wish后面的宾语从句常用过去时表示虚拟语气：1) 表示与现在事实相反，谓语动词用过去时；2) 表示与过去事实相反，谓语动词用过去完成时，或酌情用“情态动词+ 现在完成时”，即“would / should / could / might + have + 过去分词”；3) 表示将来没有把握的情况或不太可能实现的愿望，用“would / should / could / might + 动词原形”。

如：I wish that I was good enough. 我希望我足够好。

（指现在）I wish he would get well soon. 我希望他身体很快好起来。

（指将来）He wishes he could have been present at the party last night. 他倒希望参加昨晚的聚会。

（指过去）2. It is time that ... 的意思是“该是做某事的时候了”，指时间的紧迫性，后面的that从句常用过去时表示现在或将来的情况，也可用“should + 动词原形”，但较少见。

如：It is time that we said / should say to him “NO”. 是我们对他说“不”的时候了。

3. would rather表示“宁可，宁愿”，后接动词原形；但接从句时，从句的谓语动词常用过去时表示对现在或将来的愿望；用过去完成时表示过去未实现的愿望。

如：I would rather fail than cheat in the examination. 我宁愿考试不及格，也不愿意考试作弊。

I would rather you had done that. 我宁愿你已经做了那件事。

4. if only 的意思是“要是……就好了，但愿……”，谓语动词常用一般过去时表示现在没有实现的愿望；用过去完成时表示过去没有实现的愿望；用“would + 动词原形”表示对将来的愿望。