人教版高中英语选修六Unit1SectionⅡ语言点二应用落实

高中英语学习材料（灿若寒星*制作整理）Ⅰ.单词拼写1．Christine has a good (身材) that every girl admires.答案：figure2．The sun can easily damage a child’s (细嫩的) skin.答案：delicate3．This pill is effective but some people are (过敏的) to it.答案：allergic4．Mr. Smith gave us (确切的) instructions when we were operating the machine.答案：specific5．The history book covers the (文明) of ancient Greece and Rome.答案：civilizations6．The area has a really bad (名声) but it isn’t as bad as people think.答案：reputation7．The car accident has caused (永久的) damage to Jane’s eyesight.答案：permanent8．Laura is on the finance (委员会)．答案：committee9．An (敢作敢为的) young man can go far in our firm.答案：aggressive10．My grandfather, who died in 1908, was interested in (当代的) Chinese literature.答案：contemporaryⅡ.单项填空1．My father has never liked meat, but he always has a(n) ________ for fruit and vegetables.A．interest B．preferenceC．enthusiasm D．devotion解析：选B。

人教版高中英语选修六全册教案人教版高中英语选修六全册教案Unit 1 ArtPart 1 Introduction to ArtObjectives:1. Understand the concept of art and appreciate the beauty of art.2. Develop the ability to use adjectives to describe paintings and sculptures.3. Analyze the significance and cultural value of art.4. Learn how to express opinions and justify views.Teaching Procedures:Step 1. Lead-inIntroduce the concept of art and ask students to share their understanding and appreciation of art.Step 2. ReadingRead the text "What is Art?" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to art and ask students to use them in sentences.Step 4. AnalysisAnalyze paintings and sculptures and use adjectives to describe them.Step 5. Cultural ValueDiscuss the cultural value of art and how it reflects society.Step 6. Opinion SharingEncourage students to express their opinions on art and justify their views.Part 2 Artistic StylesObjectives:1. Understand the differences and similarities between various artistic styles.2. Analyze how the social, political, andcultural context affects the development of artistic styles.3. Develop the ability to use conjunctions to connect ideas and opinions.Teaching Procedures:Step 1. Lead-inAsk students to name some artistic styles they are familiar with and discuss the differences and similarities between them.Step 2. ReadingRead the text "Artistic Styles" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to artistic stylesand ask students to use them in sentences.Step 4. AnalysisAnalyze how the social, political, and cultural context affects the development of artistic styles.Step 5. Opinion SharingEncourage students to express their opinions on artistic styles and justify their views using conjunctions.Part 3 The Arts and SocietyObjectives:1. Analyze the role of art in society.2. Understand the significance of art in various social contexts.3. Develop the ability to use modal verbs to express probability and possibility.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where art plays a significant role.Step 2. ReadingRead the text "The Arts and Society" and answer the accompanying questions.Step 3. VocabularyPresent new vocabulary related to the role of art in society and ask students to use them in sentences.Step 4. AnalysisAnalyze the role of art in society and discussits significance in various social contexts.Step 5. Probability and PossibilityUse modal verbs to express probability and possibility of art playing a role in certain social contexts.Unit 2 Film and TheatrePart 1 Introduction to FilmObjectives:1. Understand the basics of film theory and film analysis.2. Analyze the social, cultural, and political context of various films.3. Develop the ability to use prepositions oftime to describe movie plots.4. Appreciate the artistry of film and the roleof film in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching movies and what they look for in a good movie.Step 2. Film TheoryIntroduce the basics of film theory and film analysis, including framing, composition, lighting, editing and sound, and ask students to analyze various film clips.Step 3. Cultural ContextAnalyze the social, cultural, and politicalcontext of various films.Step 4. VocabularyPresent new vocabulary related to film analysis and ask students to use them in sentences.Step 5. Plot SummaryUse prepositions of time to describe movie plots.Step 6. AppreciationEncourage students to appreciate the artistry of film and the role of film in society.Part 2 Introduction to TheatreObjectives:1. Understand the history and basic elements of theatre.2. Analyze the differences between theatre and film.3. Develop the ability to use verbs of communication to describe dialogue and acting.4. Appreciate the artistry of theatre and therole of theatre in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience of watching or participating in theatre performances.Step 2. History and ElementsIntroduce the history and basic elements of theatre, including stage, sets, costumes, lighting, and sound, and ask students to analyze various theatreperformances.Step 3. Differences with FilmAnalyze the differences between theatre and film, including the use of stage vs. screen, live performance vs. recording, and acting techniques.Step 4. VocabularyPresent new vocabulary related to theatre and ask students to use them in sentences.Step 5. Dialogue and ActingUse verbs of communication to describe dialogue and acting in theatre performances.Step 6. AppreciationEncourage students to appreciate the artistry of theatre and the role of theatre in society.Part 3 Film and Theatre in SocietyObjectives:1. Analyze the role of film and theatre in society.2. Understand the significance of film and theatre in various social contexts.3. Develop the ability to use adverbs of degree to express opinions.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where film and theatre play a significant role.Step 2. Role in SocietyAnalyze the role of film and theatre in society and discuss its significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to film and theatre in society and ask students to use them in sentences.Step 4. Opinion SharingEncourage students to express their opinions on the role of film and theatre in society and justify their views using adverbs of degree.Unit 3 MusicPart 1 Introduction to MusicObjectives:1. Understand the basics of music theory and music analysis.2. Analyze the cultural and historical context of various music genres.3. Develop the ability to use adjectives and adverbs of manner to describe music.4. Appreciate the artistry and emotions of music and the role of music in society.Teaching Procedures:Step 1. Lead-inAsk students to share their experience and preference of listening to music.Step 2. Music TheoryIntroduce the basics of music theory and music analysis, including melody, harmony, rhythm, and form, and ask students to analyze various music pieces.Step 3. Cultural and Historical ContextAnalyze the cultural and historical context of various music genres, including classical, folk, pop, and rock.Step 4. VocabularyPresent new vocabulary related to music and music analysis and ask students to use them in sentences.Step 5. Adjectives and Adverbs of MannerUse adjectives and adverbs of manner to describe music and the emotions it evokes.Step 6. AppreciationEncourage students to appreciate the artistry and emotions of music and the role of music in society.Part 2 Music PerformancesObjectives:1. Understand the elements and techniques of music performances.2. Analyze the differences between various music performances.3. Develop the ability to use relative pronounsto connect ideas.4. Appreciate the skill and artistry of music performers.Teaching Procedures:Step 1. Lead-inAsk students to share their experience ofwatching or participating in music performances.Step 2. Elements and TechniquesIntroduce the elements and techniques of music performances, including pitch, tone, dynamics, rhythm, and phrasing, and ask students to analyze variousmusic performances.Step 3. Differences between PerformancesAnalyze the differences between various music performances, including solo vs. ensemble, acoustic vs. electronic, and live vs. recorded.Step 4. VocabularyPresent new vocabulary related to music performances and ask students to use them in sentences.Step 5. Relative PronounsUse relative pronouns to connect ideas and describe music performances.Step 6. AppreciationEncourage students to appreciate the skill and artistry of music performers.Part 3 Music in SocietyObjectives:1. Analyze the role of music in society.2. Understand the significance of music invarious social contexts.3. Develop the ability to use discourse markersto connect ideas.Teaching Procedures:Step 1. Lead-inAsk students to think of various social contexts where music plays a significant role.Step 2. Role in SocietyAnalyze the role of music in society and discussits significance in various social contexts.Step 3. VocabularyPresent new vocabulary related to music insociety and ask students to use them in sentences.Step 4. Discourse MarkersUse discourse markers to connect ideas and structure arguments about the role of music in society.Step 5. Opinion SharingEncourage students to express their opinions onthe role of music in society and justify their views.。

Unit1 单元语法详解虚拟语气的用法（一）条件句中的虚拟语气1. 条件句中虚拟语气的形式虚拟条件句往往指不能实现的或纯属假想的情况，可以对过去、现在或将来进行假想，分别用不同的动词形式表示，主句谓语动词也相应地采用不同的形式。

(1)If he should go to Tsinghua University, he would make full use of his time.如果他要上清华大学的话，他就会充分利用他的时间了。

(2)If he were to come here, he would tell us about it.如果他要来的话，他会通知我们一声。

(3)If he were free, he would help us.要是他有空的话，他会帮助我们的。

(4)If I had seen the film, I would have told you about it. 我如果看过这部电影了，我会告诉你的。

2. 须注意的几个问题（1）当条件从句表示的动作与主句表示的动作发生的时间不一致时，就是所谓的“错综虚拟语气”。

If they had studied hard, they could do it easily now.如果他们以前努力学习的话，现在他们就能容易地完成这件事了。

If he had not taken my advice, he wouldn't do it much better like this.如果他过去不听我的建议，他就不会像这样做得好多了。

If they had informed us, we would not come here now. 如果他们通知过我们的话，我们现在就不会来这里了。

If he knew her，he would have greeted her. 要是他认识她的话，他肯定会去问候她。

（2）当虚拟条件句中有were，should，had时，if可省略，而将were，should，had提到主语前面。

aim high胸怀大志; 力争上游[典例]1)W hat is your aim in life?你生活的目的是什么?2)H e aimed the gun at the enemy officer．他用枪瞄准了敌军官。

3)O ur factory must aim at developing new models of machines．我们的工厂必须致力于研制新型机械。

[练习]根据句子的意思在横线上填入适当的词或词组。

1) This anti-smoking campaignmainly___________ (针对)young teenagers．2) The hunter_____________ （瞄准）the lion and fired3) He ____________ （力求）at accuracy.4) He could not ________ （瞄准）straight.5) He is leading a life without ________（目标，方向）.Keys:1)aims at 2)aimed at 3) aimed 4) aim 5) aims3. typical adj. 典型的, 象征性的;不出所料；特有的[重点用法]be typical of…是…代表; 象征[典例]1) Xianglin Sao is a typical character in Zhufu.典型人物3) It’s typical of her to be late.她这个人就是爱迟到。

[练习] 汉译英2) 温暖，潮湿的气候在南方很典型。

_________________________________________ ______________________________________ Keys: 2) Warm and wet weather is very typical in south China.4. adopt vt. 采用,采纳; 收养[重点用法]adoption n.采用;收养形近词: adapt v. 使适应, 改编adaptation n. 适应, 改编, 改写本[典例]1) In the meeting, all the works agreed to adopt a new idea to reform the factory.会议中所有员工都同意采纳新意见以改革工厂.2) Many new couples are eager to adopt the children losing their parents in the earthquake.许多新夫妇都期望可以收养在地震中失去双亲的孩子.5. convince vt. 使确信；使信服[重点用法]convince sb. of sth. 使某人相信某事convince sb. to do sth.说服某人做某事be convinced of sth. 相信某事be convinced that+从句相信某事[典例]1) He was convinced of his error. 他认识了错误2) He convinced me that I should study law．他劝我应该学法律。

Book 6 Module 1 Lan guage points:read ing and vocabulary1. Have you ev er crossed the road to avoid talk ing to some one you recog ni ze? 你是否做过这样的事情：看见认识的人以后，故意过马路以避免与其说话。

avoid避免、避开，后面跟名词、代词、或具有名词性质的—ing形式。

他的工作是帮助很多人免于意外事故。

His job helped many people avoid accide nts.要避免错误不是那么容易It is not very easy to avoid making mistakes.2. Do you want to make more friends but lack the con fide nee to talk to people you don' t know?你是否想结交更多的朋友但又缺乏与陌生人交谈的信心？make friends with 禾口” 交朋友他们很想和彼此交朋友，然而两个人都很害羞。

They wished to make friend s with each other, but both of them were shy. lack v. 缺乏，缺少lack,= lack for, 缺乏”;缺少”e.g.她缺少经验。

She lacks the experie nee.你如此富有以至于你什么都不缺。

You are so rich that you lack for nothing.lack n. 欠缺，不足lack of, = a lack of, 缺,,e.g. lack of rest = a lack of rest for lack of , 因为缺少”e.g.因为缺钱，他不得不乞讨。

He has to beg for lack of mon ey. (for a lack of mon ey)no lack of ,.,, 充足e.g.我们这里水资源充足。

英语：Unit1 Art Period2优秀教案（新人教版选修6）Period 2Grammar—the Subjunctive Mood(1)整体设计教学内容分析This teaching period mainly deals with the grammar：the subjunctive mood.In the English language verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood.The indicative mood is used to indicate a fact or put forward a viewpoint.The imperative mood is used to express direct commands or requests.It tells you to do something.It is also used to signal a prohibition，permission or any other kind of exhortation.The subjunctive mood is used to express a condition which is doubtful or not factual.It is most often found in a clause beginning with the word “if”．It is also found in noun clauses，following a verb that expresses a doubt，a wish，regret，request，demand，or proposal.The following are verbs typically followed by clauses with the subjunctive mood：ask，demand，determine，insist，move，order，prefer，recommend，regret，request，require，suggest，wish.In this period we will focus on only part of the usages of the subjunctive mood，that is，the subjunctive mood beginning with the word “if” and that following the verb “wish”．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 from the reading passage and translate them into Chinese.2．To ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 5 for students to master the subjunctive mood.4．To ask the students to summarize the subjunctive mood.5．To ask the students to do the exercises in Using Structures on Page 43 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' 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.教学过程Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English：(1)那个项目花费了大量金钱。

新人教版高中英语测试卷【创新方案】高中英语 Unit1 Section Ⅱ语言点一 Warming Up & Reading Language Points应用落实新人教版选修6Ⅰ.用所给词的适当形式填空1．Guo Donglin likes to wear (convention) clothes in his daily life.答案：conventional2．Wen Zhang, a famous actor, is always (faith) to his wife.答案：faithful3．Jo’s father had her (adopt) because he couldn’t look after her himself.答案：adopted4．All the furniture in the room has a (type) European style.答案：typical5．It is (prediction) that a storm will come.答案：predicted6．The people had to gather up their few (possess) and escaped abroad.答案：possessions7．The measures are (aim) at stopping the river from being further polluted.答案：aimed8．It is (evidence) that he has decided to leave.答案：evidentⅡ.单项填空1．You should keep an eye ________ Allen, for I have lost faith ________ him.[ A．in; on B．on; inC．at; at D．for; for解析：选B。

Unit1 Language points精品教案Teaching aimsEnable the students to master some important language points.Target languagea. Key words and expressionsconvince while take the place of a great deal scores of focus onattempteful sentences1．There are so many different styles of Western art that it would be impossible to describe all of them in a short text．2. In the Renaissance, new ideas and values took the place of those that were held inthe Middle Ages.3.People became focused more on humans and less on religion．4. When people first saw his paintings, they were convinced that they were looking through a hole in the wall at a real scene.5. The style of Western art has changed many times, while Chinese art has changed less often.6. The painter does not attempt paint objects as we see them with our eyes.7. In the late 19th century, Europe changed a great deal.8. Nowadays, there are scores of modern art styles.Teaching important pointsHow to enable the students to master the language points.Teaching aidsA projector, and a blackboardTeaching proceduresStep 1 Revision1. Retell the text.2. Read aloud your writing on a painting.Step2 ConsolidationSlide showHow much do you know about the Chinese art?landscape 风景画figure drawing 人物画water color 水彩画oil painting 油画handicraft手工艺carvings雕刻murals壁画pottery陶艺sketch 速写imitating临摹charcoal drawing素描life drawing写生folk paper cutting民间剪纸Step 3 Language pointsT: Now let’s learn some language points of the tex t.Slide show1．There are so many different styles of Western art that it would be impossible to describe all of them in a short text．So…that…如此…以至于…，引导结果状语从句，句型结构如下：so+adj/adv+that…so+adj+a(an)+(单数可数)+thatso many/few +n (复数)+thatso much/little (不可数)+that_____that Maric was able to set up new branches elsewhere.A. So successful her business wasB. So successful was her businessC. So her business was successfulD. So was her successful businessKey: B2. In the Renaissance, new ideas and values replaced of those that were held in the Middle Ages.replace 相当于take the place of 代替，替代知识拓展take place 发生，举行take one‘s place 就座, 入座take sb.’s place 代替某人; 接替某人的位置give place to 为…取代；让位于in place 在通常的位置，在适当的位置in place of 代替out of place 在错误的位置；在不适当的位置1. When did the accident _____________exactly?2. I’ll __________________my father for a while.3. I’ll __________________for a while.Keys:1. take place2.t a k e the place of3.take my father’s place3.People became focused more on humans and less on religion．focus on 聚焦于;(使)集中(注意力)于focus one’s attention on a problem 集中注意力于同一问题知识拓展concentrate /centre on… 集中1. I’ll____________the main group of people over there.2. All the eyes ________________him.Keys: 1．focus on2were focused on4. When people first saw his paintings, they were convinced that they were looking through a hole in the wall at a real scene.convince vt. 使确信；说服常用句型如下:知识拓展convince sb. to do sth. 说服某人做某事convince sb. of sth. 使某人确信某事convinced adj. 确信的；深信的。