高中英语人教版选修六教学案：Unit+2+Section+Ⅲ+Grammar+——+虚拟语气(2).doc
(完整版)高中英语人教版选修6Unit2PoemsLanguagepoints教案(系列三)
Unit2 PoemsLanguage Points教案教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up,Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language。
There are altogether 50 new words and phrases in these five parts.22 of them are marked with triangles，which shows that the students needn't learn them by heart。
It is enough to recognize them when meeting them while reading the passage。
The other 28 should all be remembered，among which the following 8 words and expressions are even more important：concrete,take it easy,in particular，flexible，eventually，transform，run out of，be made up of。
They are all very useful and important.So are the sentence patter ns “Some poems tell a story or describe something in a way that will give the reader a strong impression.",“Some rhyme（like B） while others do not(like C)．” and “Another simple form of poem that students can easily write is the cinquain，a poem made up of f ive lines.” We ought to pay more attention to them。
高中英语CloningSectionⅢGrammar_同位语及同位语从句教学案新人教版
Section Ⅲ Grammar—同位语及同位语从句语法图解探究发现①We two, Mr. Lee and myself, had a talk privately.②All the Chinese people, old and young, love our socialist country.③Altogether Dolly lived six and a half years, half the length of the life of the original sheep.④The fact that she seemed to develop normally was very encouraging.⑤Then came the disturbing news that Dolly had become seriously ill.⑥We'll discuss the problem whether the sports meeting will be held on time.⑦I have no idea who will be in charge of the company when the manager is away.⑧The question why so many people would choose to live in the countryside but to work in the city is still under discussion.[我的发现](1)以上句子中加黑部分是同位语。
同位语可以由名词、代词、数词、形容词或从句来充当。
句③是由名词短语作同位语；句②是由形容词短语作同位语；句④和句⑤是由that 引导的同位语从句。
(2)在主从复合句中作同位语的从句称为同位语从句。
从句④－⑧可以看出，同位语从句一般用that,_whether,_who,_why等词引导。
_新教材高中英语Unit2SUCCESSSectionⅢGrammar__动词_ing形式学案
Grammar——动词ing形式语法图解探究发现①Learning without thinking leads to confusion; thinking without learning ends in danger.②Being exposed to sunlight for too much time will do harm to one's skin.③I'm sorry for having kept you waiting so long.④Seeing that she was going off to sleep, I asked if she'd like that little doll on her bed.⑤Some teachers might be angry for not having been informed in advance.[我的发现]1．动词ing形式由“do＋ing”构成。
2．动词ing形式的否定形式直接在前面加not。
3．动词ing形式有一般式、完成式、一般被动式和完成被动式四种。
一、概念形式所作句子成分意义(not) doing主语、宾语、表语；定语、状语、宾语补足语主动(not) having done 宾语；状语主动being done 主语、宾语；后置定语(表示正在被做) 被动having been done 宾语；状语被动[即时演练1] 用所给动词的适当形式填空①The young men rose and returned into the sitting room, while the old man, again apologizing (apologize), left by another door.②I heard my parents quarrelling (quarrel) in the bedroom last night.二、用法1．作状语(1)doing表示主动的动作，可以表示原因、条件、伴随等。
高中英语人教版选修六教案Unit2单元教案(word版)
Unit 2PoemsPeriod 1 —— Warming up and Pre-readingTeaching material: NSEFC Book 6 —— Unit 2Lesson type:warming up & speakingTeaching aids:1. a tape recorder2. a projector3.Slides and PicturesTeaching Objectives:1.To present the topic of this unit —— poetry2.To help students form concept of poetry.3.To learn some words and useful expressions in order to express their own feelings.4.To cultivate students interest’ of poetry.Teaching Important Points:How to improve the students speaking’ ability.Teaching Difficult Points:How to make the students gain enough information to express themselves. Teaching Methods:1.Pair work or group work to make every student join in the class activities2.Discussion to make every student express himself freely.Teaching Procedure:Step 1: Daily Greetings (1 minute)T: Good morning, students!Ss: Good morning, Miss Huang!Step 2: Warming up (11 minutes)T: Last unit we have learnt something about art, right?Ss: yesT: It is a kind of art. This time we will learn another kind of art. What is it?Ss: Poetry.T: Yes, poetry. From now on, we will begin a mysterious trip of poetry—— Unit 4: a garden of poems. Here“ poem”means诗 ,它是指一首具体的诗。
人教版高中英语选修6 Unit2 Grammar名师教学设计
1. Teacher elicits the definition of subjunctive mood in complex sentences by asking Ss to translate the sentences and summarize the rules about it.（5 mins）
If it had not been for your suggestions,I would not get such a good job now.
If you'd listened to me, you wouldn't be in such trouble now.
S: Translate the two sentences and tell the rules implied in the complex sentences.
1.学会用虚拟语气表示委婉的建议和请求等；
2.能在语境中正确的使用虚拟语气表达自己的建议和想法。
策略目标：
1.能通过自主学习观察语法规则，并进行总结归纳一般规律；
2.能通过合作学习与同伴交流，学习同伴经验和学习方法，摸索自己的语法学习方法；
文化目标：
1.学会西方用虚拟语气表达真实情感的文化意义；
2.通过谈论从失败经历中汲取的教训，体会西方文化中的个人英雄主义和东方文化中的集体主义精神；
教
学
目
标ቤተ መጻሕፍቲ ባይዱ
语言目标：
学习并能够运用虚拟语气的用法：
1.了解错综条件句和含蓄条件句的定义；
2.掌握虚拟语气在错综条件句和含蓄条件句中的用法；
3.能使用虚拟语气进行简单的清单诗创作。
语义目标：
1.能用虚拟语气表达不真实或委婉的语义；
人教版高中英语选修六：Unit2+Poems+grammar+教案1.doc
品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。
高中英语Unit3ⅢGrammar--省略教学案
Section ⅢGrammar——省略省略一、省略的定义省略是一种避免重复、保持句子简洁的语法手段。
凡是缺少一个或一个以上的必要语言成分，但在一定语境中能够独立存在，意义明确，并且能发挥交际功能的句子都是省略句。
一般说来，只要不损害语法结构或者引起歧义，能省略的就应省略。
省略不仅使句子结构显得紧凑，而且也是分句和分句之间的承接纽带。
[观察例句]1．A：Oh，I just love nachos mexican cornchips covered with cheese.B：Me，too.2．A：So it's the food of many different cultures，all in one dish?B：Exactly.3．A real mix of cultures here!4．Can't wait![归纳用法]1．简单句中的省略(1)主语的省略祈使句可省去主语。
①Hand me the hammer，will you?把锤子递给我好吗？除祈使句外，还有其他省去主语的情况。
阅读下列句子，指出句子省略的主语是什么。
②Don't know.不知道。
省略了：I③Looks like rain.像是要下雨了。
省略了：It(2)谓语或谓语的一部分的省略。
阅读下列句子，指出句子省略的谓语是什么。
④Anything you want to tell me?有什么事要告诉我吗？省略了：Is there⑤The students still waiting？学生们还在等吗？省略了：Are(3)主语和谓语，或主语和谓语的一部分的省略。
阅读下列句子，指出句子省略了什么。
⑥(2016·浙江卷)—The movie starts at 8：30，and we can have a quick bite before we go.——电影8：30开始，我们可以快速地吃点东西就走。
人教新课标高中英语选修六Unit3GrammarandUsefulStructures教案
Unit3 A healthy lifeGrammar and Useful StructuresTeaching materialNSEFC Book 6 —— Unit 3Teaching aimsEnable the students to master the usage of it.Teaching important & difficult pointsHow to enable the students to know the usage of it.Teaching aidstape recorder, slidesTeaching proceduresStep1 RevisionComplete the passage with the suitable words in their proper forms.1.due to 6. stress2.addicted 7.quit3.alcohol 8.drugs4.manage 9.pregnant5.cigarettes 10. adolescentsSmoking __________, drinking _______ or taking other__________ produce many harmful effects and have no real benefits. So why do ___________do it? Some begin because they believe it makes them look cool. Others think it will help with _______. In their life possibly________ pressure from their parents or teachers.Some just want to see what it is like. What they don’t realize is that they will get into t he habit and __________ become ____________. It will then be difficult to _________ the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.Keys：cigarettes；alcohol；drugs；adolescents；stress；due to；eventually；addicted ; quit；manageStep2 Lead inSlide showDiscovering “It”1．It rains heavily . 指天气2. It is 20 kilometers from Granddad’s house to James’. 指距离3. It is November 11, 2005. 指日期4. It is 9 o’clock at night. 指时间5. It is bad to smoke. 形式主语6. It is no good smoking. 形式主语7. It is likely that he will succeed. 形式主语Step3 The use of “it”一、“it”作人称代词1. it的最基本用法是作代词，主要指刚提到的事物，以避免重复:Xi’an is a beautiful city, isn’t it?They watched the train until it disappeared in the distance.2. 也可以指动物或婴儿(未知性别的婴儿或孩子):Is this your dog？No, it isn’t.二、it作非人称代词it有时并不指具体的东西，而泛指天气、时间、日期、距离、价值、度量、温度、环境等，称为非人称的it：1.指天气：It is a lovely day, isn’t it?It is a bit windy.2. 指时间:It was nearly midnight when she came back.3. 指环境:It was very quiet in the café.4. 指距离：It is half an hour’s walk to the city centre from my home.5. 指日期：What's the date today? It's May 1, 2007.6. 指季节：It is summer now.7. 指度量：It is about 5 kilograms.8. 指价值：----What's the cost of the T-shirt?----It is 150 Yuan.三、it用作形式主语替代作主语的从句、动词不定式、动名词，而把真正作主语的从句、动词不定式、动名词置于句尾。
高中英语Unit2PoemsSectionⅢGrammar教学案新人教版选修6
高中英语Unit2PoemsSectionⅢGrammar教学案新人教版选修6Section ⅢGrammar——虚拟语气(二)课前语法感知Ⅰ.教材语法感知教材原句①We would have won ... if Jack had scored that goal.②We would have won ... if we'd been better!③Should the traveller return, this stone would utter speech.探究发现(1)例句中都运用了虚拟语气。
(2)例句①②中，从句是if引导的非真实条件句，表示对过去事实的一种假设；例句③中，从句是省略if的非真实条件句，表示对将来情况的假设，将should提前，形成部分倒装语序。
Ⅱ.真题语法感知1．(2017·江苏高考)________ it not for the support of the teachers, the student could not overcome her difficulty.答案：Were2．(2015·江苏高考)It might have saved me some trouble ________ I known the schedule.答案：had3．(2015·重庆高考)Without his wartime experiences, Hemingway ________ (write) his famous novel A Farewell to Arms.答案：wouldn't have written4．(2014·福建高考)________ (be) there no modern telecommunications, we would have to wait for weeks to get news from around the world.答案：Were5．(2014·重庆高考)It was John who broke the window. Why are you talking to me as if I ________ (do) it?答案：had done6．(2014·天津高考)________ he caught the morning train, he would not have been late for the meeting.答案：Had课堂合作探究一、虚拟语气在主语从句、表语从句和同位语从句中的用法名师点津虚拟语气答题三步骤：(1)分析句子结构，明确是何种从句。
人教课标版高中英语选修6 Unit3_Grammar_名师教学设计
教
学
重
难
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教学重点：
1.教师根据学生的找到的语法难点进行有针对的说明、讲解或操练。
2.帮助学生归纳总结it的用法，特别是it作形式主语和形式宾语的句型。
教学难点：
1．学生通过课前练习，检查并发现自己未能掌握的语法点，进行有针对的提问。
2．在英语表达中，学生能正确it句型。
DELC2
获取新知识
Step2
Learninghow touseit
学习怎么用it
一、用作代词
1．it作非人称代词，常用于指代时间、距离、自然现象、量度、价值等。
Itis time to stop now.(指时间)
Itis going to snow.(指天气)
Itis a long way from my school to home.(指距离)
3.It’s my birthday in two weeks’ time.
4. Now you are findingitdifficult to give it up.
5. Believe me，I know how easyitis to begin smoking and how tough it is to stop.
It is well-known that Chongqing is charming city with a 3D scenery.
It is necessary that we should learn English well.
提示
it作形式主语没有具体的意义，只是把真正的主语移至句子的后面，避免头重脚轻。
—_____ must be the children.
人教课标版高二英语选修6Unit3 Grammar精品学案
Unit3 Grammar精品学案【学习目标】知识目标：学习代词it的各种用法。
能力目标：能熟练运用到各种场合，能够解答与之相关的习题，学会使用it有关的高级句型尤其是强调句型、it作形式主语。
【课前自学】代词的用法：一、作人称代词1、it代替前面（或后面）的单数名词或分句等所表示的事物。
e.g. You cannot eat your cake but have it.（it代替前面的_________）Although we cannot see it, there is air all around us. （it代替后面的_________）They say he has left town, but I don’t believe it. （it代替前面_________）2、代替有生命但不能或不必分阴阳性的东西（包括婴儿）。
e.g. Yesterday we saw a big tree. It was fully twenty metres high. （it代替前面的_______）The baby cried because it was hungry. （it代替前面的_________）3、在某些习惯说法中，可以代替人。
e.g. ---- Someone is knocking at the door, Peter.---- Who is _________?---- _________ me.---- Who are singing?---- It is the children.---- The light is still on in the lab. It must be the third-year students doing the experiment.4、it与one的区别：这两个词都可以代表前面说过的名词，但it用于同名同物的场合；one则用于同名异物的场合。
高中英语Unit2CloningSectionⅢGrammar_同位语及同位语从句教学案新人教版选修
Section Ⅲ Grammar—同位语及同位语从句语法图解探究发现①We two, Mr. Lee and myself, had a talk privately.②All the Chinese people, old and young, love our socialist country.③Altogether Dolly lived six and a half years, half the length of the life of the original sheep.④The fact that she seemed to develop normally was very encouraging.⑤Then came the disturbing news that Dolly had become seriously ill.⑥We'll discuss the problem whether the sports meeting will be held on time.⑦I have no idea who will be in charge of the company when the manager is away.⑧The question why so many people would choose to live in the countryside but to work in the city is still under discussion.[我的发现](1)以上句子中加黑部分是同位语。
同位语可以由名词、代词、数词、形容词或从句来充当。
句③是由名词短语作同位语；句②是由形容词短语作同位语；句④和句⑤是由that 引导的同位语从句。
(2)在主从复合句中作同位语的从句称为同位语从句。
从句④－⑧可以看出，同位语从句一般用that,_whether,_who,_why等词引导。
人教版高中英语选修六Unit2PoemsPeriod3Grammar教案
Period 3 Grammar一the Subjunctive Mood(2)教学内容分析This teaching period mainly deals with the grammar： the subjunctive mood(2)・ From Unit 1 we have already known that in the English language, verbs are often divided into three different moods—the indicative mood, the imperative mood and the subjunctive mood.We have learned two kinds of subjunctive mood in Unit 1: one is found after the word "wish", the other is found in a clause beguuuiig with the word "if' talking about die imagined consequence of a situation at present that is impossible to happen.In this period we will continue to focus on another kind of subjunctive mood> that is, the subjuncth-e mood begnumig with the word fcfc if \ talking about the imagined consequence of a situation in the past that did not happen or in the future that is not likely to happen・三维目标设计Knowledge and skills1 ・To get the students to know the structure of the subjunctive mood・2.To let the students learn the usages of the subjunctive mood.3.To enable the students to use the subjunctive mood correctly and properly.Process and methods1.To ask the students to read the reading passage again» pick out the sentences with the subjunctive mood and translate them into Chinese・2.To ask the students to discover the stmeture and usages of the subjunctive mood by comparinga lot of example sentences・3・ To ask the students to do the exercises in Discovering useful stmetures on Page 13 to master the subjunctive mood・4.To ask the students to summarize the usages of the subjunctive mood.5・To ask the students to do the exercises in Using Structures on Pages 50—51 and some other additional exercises for consolidation.Emotioib attitude and value1 ・To get the students to become interested in grammar learning・2.To develop the students1 ability of comparing and summarizing.教学重、难点1 ・ To get the students to master the structure and usages of the subjunctive mood.2. To enable the students to learn how to use the subjunctive mood correctly.Step 1 Revision1 ・ Check the homework exercises・2. Dictate some new words and expressions・3・ Translate the following sentences into English：⑴我们的时间快用完了。
2020_2021学年高中英语Unit2PoemsSectionⅢGrammar教师用书教案新人教版选修6
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。
人教版高中英语选修六(Book6)教案：Unit2+Poems-Grammar.doc
Teaching Design教材: 人教版 Book6 Unit2课型：Grammar教学内容：The Subjunctive Mood in unreal conditional◆◆◆◆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。
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Section_ⅢGrammar—_虚拟语气(2)语法图解探究发现①If you had come 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，而主句谓语动词则用“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。
(如例句⑥、⑦和⑧)一、与过去事实相反的虚拟条件句与过去事实相反的虚拟条件句中，从句的谓语动词为had＋过去分词；主句的谓语动词为would/should/could/might＋have＋过去分词。
If the weather had been nice yesterday, we would have gone for a picnic.如果昨天天气好的话，我们就去野餐了。
If you had come earlier, you could have caught the bus.假如你早来一点的话，你就有可能赶上公共汽车了。
[名师点津](1)在与过去事实相反的虚拟语气中，可以将条件句中的if省略，把助动词had提前。
If I had worked hard, I would have surely succeeded.→Had I worked hard, I would have surely succeeded.如果我当时努力学习的话，我肯定会成功。
(2)句型“Had it not been for ...”意为“当时要不是……”。
Had it not been for your timely help, we would have been lost in the forest.当时要不是您及时的帮助，我们就可能在森林中迷失了方向。
[即时演练1](1)补全句子①(2015·北京高考改编)If I hadn't_seen_it with my own eyes, I wouldn't have believed it.如果不是我亲眼看到，我是不会相信的。
②(2013·重庆高考改编)—It rained cats and dogs this morning. I'm glad we took an umbrella.—Yeah, we would_have_got_wet all over if we hadn't.——今天早上下了滂沱大雨。
很高兴我们带了伞。
——是的。
要是我们没带的话就全身湿透了。
(2)把下面的句子改为倒装句①(2015·江苏高考改编)It might have saved me some trouble if I had known the schedule.→It_might_have_saved_me_some_trouble_had_I_known_the_schedule.②If he had caught the morning train, he would not have been late for the meeting.→Had_he_caught_the_morning_train,_he_would_not_have_been_late_for_the_meeting.二、虚拟语气的特殊用法1．含蓄条件句的虚拟语气有时在虚拟语气中假设的情况并不是以条件状语从句表示出来，而是通过一个介词、介词短语、连词、分词短语或其他方式表示。
常用的表达有：without, but for, otherwise, or及but等。
—But for your timely warning, we would have got i nto great trouble.—Well, you know we're friends.——要不是你及时警告，我们也许已经陷入大的麻烦中了。
——好了，你知道我们是朋友啊。
—Did you go to the lecture by the visiting professor?—No. I would have attended it, but I've been busy taking care of my grandma in hospital these days.——你去听那个客座教授的讲座了吗？——没有。
我本来要去听的，但这几天我一直忙着在医院照看我奶奶。
2．错综条件句中的虚拟语气在错综条件句中，if从句谓语动词发生的时间与主句所假设的谓语动词不一致。
主句和从句的谓语动词要依照对应的时间而定。
If it had rained last night, it would be very cold today.如果昨天夜里下了雨，今天会很冷。
(从句是对过去的假设，主句是对现在的假设) If I were you, I would have chosen to take the job.如果我是你，我当时就选择接受那份工作。
(从句是对现在的假设，主句是对过去的假设)[即时演练2]补全句子①(2015·重庆高考改编)Without his wartime experiences, Hemingway wouldn't_have_written_his_famous_novel AFare w elltoArms.如果海明威没有战争经历的话，他就不会写出著名的小说《永别了，武器》。
②(2014·江西高考改编)Thanks for your directions to the house; we wouldn't_have_found it otherwise.谢谢你告诉我们怎么到达那所房子，要不然，我们会找不到的。
③(2014·浙江高考改编)They were abroad during the months when we were carrying out the investigation, or they would_have_come_to our help.在我们进行这项调查的这几个月里他们在国外，要不然，他们就会来帮助我们的。
④(2013·北京高考改编)If we had_booked_a_table_earlier,_we wouldn't be standing here ina queue.如果我们早些预订餐桌，现在就不会站在这里排队了。
三、虚拟语气的其他用法1．虚拟语气在主语从句中的用法在It is demanded/necessary/a pity ...＋that ...等结构的主语从句中，谓语动词用“(should ＋)do”，其中should可省略。
有人建议推迟这个会议。
It is necessary that the problem (should) be discussed at once.立刻讨论这个问题很有必要。
2．虚拟语气在表语从句和同位语从句中的用法在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。
其谓语动词应用“(should＋)do”，其中should 可以省略。
My suggestion is that we (should) go and help him at once.我的建议是我们应该立刻去帮助他。
It is our idea that she (should) go to America for further education.我们的看法是她应该去美国进修。
3．虚拟语气在状语从句中的用法(1)在as if/though引导的状语从句中，谓语动词用过去式表示与现在相反；用过去完成式表示与过去相反等。
He他走起路来像是喝醉了。
He talks as if he had been to many places in the world.他谈起话来好像他去过世界上的很多地方似的。
[名师点津]as if/though也可以引导表语从句，根据情况也常用虚拟语气。
He looked as if he were a foreigner.他看上去好像一个外国人。
(2)在in order that, so that引起的目的状语从句中，谓语动词多用may/might/can/could＋动词原形。
Let's hand in the exercises earlier so that the teacher may have time to correct them.我们早点交练习好让老师有时间改。
The teacher spoke slowly in order that the students could/might hear clearly.老师讲得很慢，好让学生听清楚。
4．虚拟语气在其他一些句型中的用法(1)It's (high) time that ...从句中，谓语动词可以使用过去式，也可使用should＋do；表示“早该……了”，其中should不可以省略。