高二英语(选修六)unit 2 教案
高二英语Module 6 poems
Grammar of Reading教案
词语和短语讲解
1.Soon Japan and Korean were organized on the Tang model, while Chinese influence extended
throughout Southeast Asia. 不久，日本和朝鲜参照了唐朝的统治形式，唐朝的影响传遍了东南亚。
on the model of 参照……的模式动词短语model on/upon “模仿：以……为范本”. 例如The railway system was modeled on the successful plan used in other countries.
这铁路系统是参照其他国家的成功计划建立起来的。
2.As its high point, the countries reached as far as Siberia(now part of Russia) in the north,
Korea in the east and Vietnam in the south. 最鼎盛的时候，唐朝的疆域北至西伯利亚（现属俄罗斯），东至朝鲜，南至越南。
As far as 1)远到；直到（否定句中可用so far as ）2) 就……而论；就……而言（作此意讲时，也可用so far as）He walked as far as the river. 他一直走到河边。
I didn’t go as far as the others. 我不像其他人走得那么远。
As/So far as I know, he has moved to town. 就我所知，他迁到镇子上去了。
联系：
①so far 到目前为止He has written three books so far. 到目前为止他写了三本书。
②by far (修饰比较级，最高级，表示数量、程度等)……得多；尤其一般放在最高级之
前，比较级之后，但当比较级前有the 时，放在前边。
He is by far the tallest in our class. 他是我们班里个子最高的。
He is clever by far than his brother. 他比他哥哥聪明多了。
He is by far the taller of the two brothers. 他是兄弟俩中个子较高的一个。
This shirt is too expensive by far. 这件衬衫太贵了。
③far from 远离，远非，远远不
I live far from the school. 我住的离学校很远。
It is far from perfect. 这极不完美。
Are you cold? 你冷吗？
Far from it. 一点也不。
3.The Tang rulers also controlled the trade route known as the silk Road well into present-day
Afghanistan. 唐朝统治者也控制了被称为丝绸之路的贸易路线，该路线一直延伸到了今天的阿富汗。
该句中的known as the Silk Road well into present-day Afghanistan. 为过去分词作定语，修饰the trade route 相当于一个定语从句：which/that was known as the Silk Road into present-day Afghanistan.
Be known as 作为……而著名；称为
Xu Zhimo is known as a poet. (=Xu Zhimo is a well-known poet.)徐志摩是一位著名的诗人。
联系：
be known for 因……而著名
be known to 为……所熟知
make oneself known to 向某人作自我介绍
make sth known to sb 把某事向某人公布
Du Fu is also known for his friendship with Li Bai (701-762), another great poet of the age.
杜甫也因和另一位著名诗人李白（701－762）的友谊。
The islanders are known for their hospitality. 岛上的居民以好客闻名。
Now as the hometown of Kong Fansen, Liaocheng is known to Chinese. 现在聊城作为孔繁森的故乡已为华夏儿女所熟知。
4.Cultural development went hand in hand with technological progress. 文化的发展和科技的
进步总是密切相关的。
Hand in hand 关系密切地，手拉着手地
Power and money go hand in hand 权和钱密不可分。
The children walked down the street hand in hand. 孩子们手拉着手地在街上走。
类似短语：face to face 面对面地arm in arm 臂挽着臂should to should 肩并肩地，齐心协力地head to head 交头接耳地，side by side 并排；并肩step by step 逐步地
A poem might be a way of telling someone something when you do not feel able to talk about
it face to face. 当你感觉不能对面对面向某人谈论某事地时候，诗歌可能是一种很好地表达方式。
The burglar turned the corner and found himself face to face with a policeman. 那窃贼转过墙角，面对面碰上了一个警察。.
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人教版《英语选修6》(普通高中课程标准实验教科书) 单元词汇、音标、词义。Unit 1 realistic/ri?'listik/ a.现实主义的；逼真的；现实的 abstract/'?bstr?kt/ a.抽象的；深奥的n.摘要 sculpture/'sk?lpt??/n.雕塑 sculptor/'sk?lpt?/n.雕刻家；雕塑家 gallery/'g?l?ri/n.美术陈列室；画廊 faith/feiθ/n.信任；信心；信念 faithfully/'feiθfuli/ad.忠实地 consequently/'k?nsikw?ntli/ad.所以；因而 aim/eim/n.目标；目的vi.vi.瞄准；(向某方向)努力 conventional/k?n'ven??nl/ a.常规的；传统的；因循守旧的 typical/'tipik?l/ a.典型的；有代表性的 evident/'evid?nt/ a.明显的；明白的 Giotto di Bondone乔托 renaissance/r?'neis?ns/n.新生；复兴；复活 the Renaissance文艺复兴(时期) adopt/?'d?pt/vt.采用；采纳；收养 humanistic/hju:m?'nistik/ a.人道主义的 possess/'p?'zes/vt.拥有；具有；支配 possession/p?'ze??n/n.所有；财产 superb/sju:'p?:b/ a.卓越的；杰出的；极好的 perspective/p?:'spektiv/n.透视画法；透视图；观点 technique/tek'ni:k/n.技术；方法；技能 Masaccio/mɑ:'zɑ:tt?ou/马萨乔 coincidence/'k?uin'sid?ns/n.巧合(的事)；相合 by coincidence巧合地 masterpiece/'mɑ:st?pi:s/n.杰作；名著 impressionism/im'pr???n'iz?m/n.印象主义；印象派 impressionist/im'pre??nist/ a.印象派的n.印象派艺术家 post-impressionist a.后印象派的n.后印象派艺术家 a great deal n.大量 shadow/'??d?u/n.阴影；影子 ridiculous/ri'dikjul?s/ a.荒谬的；可笑的 controversial/'k?ntr?'v?:??l/ a.争论的；争议的 attempt/?'tempt/n.努力；尝试；企图vt.尝试；企图 on the other hand adv.(可是)另一方面
人教版高中英语选修6内容全解
人教版高中英语必修6内容全解 话题素材——艺术 好词 n. 欣赏 n. 灵感；启发 adj. 栩栩如生的；鲜艳的 n. 著作；作品 adj. 典型的；有代表性的 exhibition 在展示中 of beauty 美感 of art 艺术作品 the influence of 受……的影响 away (from) 脱离；放弃 one's life 丰富某人的生活
sale 待售 one's talent for... 展现对……的天赋 one's character 塑造某人的品格 画廊；美术馆 佳句 his paintings and his passion for art have_given_me_endless_inspiration. 他的画作和他对艺术的热爱都给了我无尽的灵感。 exhibition gives local artists an_opportunity_to_display_their_works. 这次展览为当地艺术家提供了展示自己作品的机会。 art, there are so many great artists that_I_just_admire. 关于艺术，有那么多我崇拜的艺术家。 [精美语篇] Dear John， I have good news to tell you. A famous Shaoxing Opera, Butter fly Lovers, will be put on in Tianjin Grand Theater at 2：00 p．m. on August the fifth. I know you take a great fancy to Chinese culture, especially the local operas. I hope this opportunity will not only make you happy, but also satisfy your interest in Chinese operas. If you can come, I suggest we have a look at the Museum of the Traditional Opera near the theater after the performance. There, I believe, you can know the history of many Chinese operas, which can increase your knowledge about Chinese culture. Looking forward to your reply.
高二英语选修6模块Word版
Period 2: FUNCTION—Talking about obligation or lack of obligation Objectives To learn to talking about obligation or lack of obligation ●Procedures ▇ Warming up by learning about what is obligation Hello, class. We shall learn to talk about “obligation” or lack of “obligation”. But first what is “obligation” ? It is a noun, meaning 1. A moral or legal duty or tie. 2. The binding power of such a duty or tie. 3. A debt of gratitude for a service. Example: be under obligation to her If you have not signed a contract, you are under no obligation to (= it is not necessary to) pay them any money. You have a legal obligation to (= The law says you must) ensure your child receives a proper education. I haven't got time to do his work for him - I've got too many obligations as it is. A tender conscience is a stronger obligation than a prison. Every man has obligations which belong to his station. Duties extend beyond obligation, and direct the affections, desires, and intentions, as well as the actions. ■Ta lking about obligation or lack of obligation ◆100% necessity: You must leave straight away. You have [got] to leave straight away. must v. have [got] to
人教高中英语选修六：Unit4教案.doc
Unit4 Global warming 一、学生分析 本堂课所教学生为高二文科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。对此，在课堂活动中要进行有针对性的帮助。如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。 本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。因而在本堂课的引入环节中就结合这个内容进行了设问。如“健康生活需不需要保护环境呢？”等。且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。 二、本节课教材分析与教材整合 1. 单元教材分析 本单元以Global warming 为主题，学生通过单元教学经过思考、学习，讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。同时学生能够进一步认识我们的地球所面临的其它严重问题，激发学生的环保意识。引导学生运用所学语言知识、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力。 Warming Up通过真实的图片再现，使学生对能源的用途和种类有一个基本的了解。从而为本单元主题Global warming 作了很好的铺垫。 Pre-reading部分组织学生对这些问题的讨论、回答，也让学生有进一步思考的空间，为下一步阅读做好准备。