高二英语选修六第四单元
人教英语选修六第四单元知识点
人教版英语选修六第四单元知识点U4(选修六)Language points-reading 1on/ upon+ n 依靠,依赖, 确(坚)信You can’t depend on your parents forever.depend on/upon+sb.+to do 指望某人做……You can’t depend on him to come on time.depend on/upon +it +that…. 指望…..You may depend on it that he will come.depend on/upon +wh-从句Whether you can pass the exam depends on how hard you work.That (all) depends./ it all depends. (口语)视情况而定，I may help you. But that/ it depends.2. light1)n. 光,线,灯2)v.照亮,点燃He lit a match. 他划着了一根火柴。
A smile of triumph lit up her face. 她的脸上闪耀着胜利的微笑。
The match lights easily. 这火柴容易划着3)adjThe suitcase is very light.（轻的）There was a light rain falling.He is a light sleeper. 他睡不沉。
（易醒的）3. heat v. / heat up 是某物变热或变暖heated adj. 热的激烈的heated debate, heated discussionheatedly adv.愤怒地激昂地heater加热器发热器consumer (n.).1 消耗,花费;耗尽She consumed most of her time in reading.2吃完,喝光The kids soon consumed all the food on the table. 孩子们一会儿功夫便把桌上的食品全部吃光。
高二英语人教版选修六 Unit4 Global warming 单词讲解
vt. 照顾，护理
go up 上升，增长，升起 △Charles Keeling 查尔斯。基林 △measurement n.衡量，测量，尺寸 per prep. 每，每一
data n. 资料，数据 result in 导致 trend n.趋势，倾向，走向 catastrophe n. 大灾难，浩劫 flood n.洪水，水灾 △drought n. 旱灾，干旱 △famine n. 饥荒 △George Hambley 乔治.汉布利 oppose vt.反对，反抗，与(某人)较量
mit(v.)承担义务,做出保证---commitment(n.) 承诺,交托 ---committed (adj.)尽心尽力的；坚定的
13. pollute(v.)污染---pollution(n.)污染---pollutant(n.)污染物 14. appliance(n.)用具,器具---apply(v.)应用 (多义) 15. grow(v.)种植,生长---growth(n.)成长 16. casual(adj.)随意的---casually(adv.)随意地 17.wave(n.)波---microwave(n.)微波炉 18.fresh(adj.)新鲜的---freshness(n.)新鲜---refresh(v.)使恢复,使振动 19. educate(v.)教育---educator(n.)教育工作者,教师
opposed adj. 反对的，对立的 be opposed to 反对 mild adj.温和的，温柔的，淡的 △environmental adj.环境的 △environmentalist n. 环境保护论者 consequence n.结果，后果，影响 state vt. 陈述，说明 range n.种类，范围 even if 即使 keep on 继续 glance vi. 看一下，扫视
人教版高二英语选修六第四单元课文预习PPT课件
The Earth Is BeБайду номын сангаасoming Warmer
– But Does It Matter?
Fast Reading
Glance at the article and answer the question.
What is the structure of a magazine like this and how is the text organized?
The Hydro- are used to keep back electric dams water and raise its level
for irrigation or for producing electricity, etc.
Uranium Ore (铀矿石)
The element uranium does not occur in pure form in nature but is found in minerals such as
The Oil Refineries
A nuclear power plant
a facility designed to convert nuclear energy into electricity.
Solar panels
on the roof of a house on a bright sunny day are used to collect solar energy, making your house warm or heating your water.
Greenhouse gases!
What’s greenhouse gases effect?
Greenhouse gases perform the same function as the glass in a greenhouse --- They trap the heat of the sun and keep the air surrounding the earth warm. It is called the greenhouse effect.
(人教课标版)高二选修6 Unit 4：grammar
when if _______,________引导的话，常常用it做形式宾 引导的话，常常用 做形式宾 引导的话
语，然后再接真正的宾语从句。此类动词有 然后再接真正的宾语从句。 ______________________________________ enjoy,appreciate,hate,like,depend on,
that/who • It was the headmaster _________ stood outside. We were confused. He said to it me. “I find _____ unbelievable that you are late for class again”. It took me a few seconds ________________ to understand (understand) what he said. It was no arguing use ___________ (argue) with him. I smiled, “Sorry, headmaster, you made a mistake, again.” He went away disappointedly. Our class burst into it laughter. Actually I hate _____ when someone interrupts my cl中的宾语是_________（例 当复合宾语中的宾语是 不定式 （ 1）,__________（例2）,____________（例3, 4） ） 动名词 （ ） 从句 （ ） 往往把宾语放在它的补足语后面， 时，往往把宾语放在它的补足语后面，而用 _______作形式宾语，放在宾语补足语之前。该 作形式宾语， 作形式宾语 放在宾语补足语之前。 it 句型中的it 作形式宾语，常用的动词有think, 句型中的 作形式宾语，常用的动词有 find... make, consider, feel____________等。 等 • 有些及物动词，后面如果跟的从句是由 有些及物动词，
人教版高中英语选修六：Unit4教案+
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。
外研版高中英语选修六Module4
单词1．relative n．[C]亲属，亲戚adj.相关的；比较的，相对的归纳拓展(1)relative pronoun关系代词relative to...与……有关的，关于或涉及……的relatively adv.相对地；比较地relatively speaking相对来说relativity n．相对论(2)relate vt.&vi.(有)关联；关系；讲述，叙述relate sth.to sb.向某人叙述/讲某事be relate sth.to/with sth.将某事物与另一事物相联系relate to sb./sth.与某人/某事物有关，涉及某人/某事物(3)related adj.有关的；有关联的be related to与某人/某物有关联relation n．亲戚；亲属；关系in relation to有关，关于，涉及例句：I've also got some time to visit some relatives.我也还有一点儿时间去看望亲戚。
The report relates high wages to/with labour shortages.该报告把高工资与劳动力短缺联系在一起。
Relatively speaking，it’s not important.相对而言，这并不重要。
I have a lot to say in relation to that affair.关于那件事，我有好多话要说。
【链接训练】When we say a body is at rest，we mean only its position is relative ________ something fixed.A．with B．to C．at D．on【解析】句意为：当我们说某一物体处于静止状态时，我们仅仅是指它的位置与某个固定物相对不变。
be relative to是固定用法，意为“与……相对的”。
人教版高二英语选修6unit4知识点
人教版高二英语选修6unit4知识点Unit 4: Knowledge Point ReviewIn this article, we will review the key concepts and knowledge points covered in Unit 4 of the People's Education Press (PEP) Senior High School English textbook, "Exploring Language." This unit focuses on various aspects related to the theme of "Cultural Heritage."1. Cultural Heritage and IdentityCultural heritage refers to the traditions, beliefs, customs, and artifacts that are passed down from one generation to another. It plays a crucial role in shaping individuals' identities and fostering a sense of belonging. In this unit, students explore how cultural heritage defines one's identity and the importance of preserving it.2. The Importance of Cultural Heritage PreservationIn this section, students learn about the significance of preserving cultural heritage. They understand that cultural heritage is not only valuable for its historical and artistic aspects but also for its contribution to social cohesion and economic development. Various case studies, such as the preservation of ancient buildings and culturalartifacts, highlight the importance of protecting cultural heritage for future generations.3. Intangible Cultural HeritageIntangible cultural heritage refers to traditions, knowledge, and skills passed down through generations, such as oral traditions, performing arts, social practices, rituals, and festive events. Students study different forms of intangible cultural heritage and recognize its importance in maintaining cultural diversity and promoting intercultural dialogue.4. Cultural Heritage and Sustainable TourismThis section explores the relationship between cultural heritage and tourism. Students examine how cultural heritage sites attract tourists and contribute to local economies. They also discuss the challenges and responsibilities associated with balancing tourism development and the preservation of cultural heritage.5. Indigenous Peoples and Cultural HeritageIn this part, students delve into the unique cultural heritage of indigenous peoples. They learn about their distinct traditions, languages, and spiritual beliefs. The unit encourages students to appreciate andrespect indigenous cultures, promoting a more inclusive and diverse society.6. Cultural Exchange and GlobalizationThis section focuses on the impact of globalization on cultural heritage. Students explore how cultural exchange and interaction between different societies can lead to both preservation and assimilation of cultural heritage. They discuss the importance of cultural sensitivity and the need for mutual respect in a globalized world.7. Heritage Protection OrganizationsThe final topic examines the role of heritage protection organizations and their efforts in safeguarding cultural heritage. Students learn about international organizations such as UNESCO and their initiatives to protect and preserve cultural heritage worldwide. They also explore the role of local communities in heritage conservation and the challenges they face.ConclusionUnit 4 of the PEP Senior High School English textbook provides students with a comprehensive understanding of cultural heritage. Byexploring its significance, preservation, and impact on identity and globalization, students develop a deeper appreciation for their own cultural heritage while fostering a sense of respect and understanding towards different cultures worldwide.。
高二英语选修6第四单元课件
1.Who wrote the magazine article? What is the name of the magazine?
Sophie Armstrong. Earth Care.
2.What are the names of the three scientists mentioned in the article?
5.George Hambley believes that global warming will do good rather than harm to the earth. T
6. It is clear what the effects of global warming will be. F
第二十四页，共50页。
4. What are the two graphs about?
The first graph shows the temperature increase of one degree Fahrenheit between 1860 to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1997.
Warming up – I ( ３m )
Work in groups ---list things as required :
1. Things that use energy around us or at any other places,( ie. light) 2.Sources of energy (ie. coal)
1. The temperature in the last century did not seem to increase much. T
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There are many different pipa schools, and each one has its special way of interpreting the classical pieces. 琵琶流派很多，每个流派都用自己独特的方式诠 释古典作品。 I also enjoy the time immediately after the concert to share the feelings and ideas with friends and music lovers, listening to their impressions and understanding about the music. 我同样喜欢音乐会后立刻和朋友以及音乐爱好者 分享感受、交流看法，聆听他们对我的音乐的理 解和感受。
They give life to the whole painting and they allow people to come into the picture, like a dialogue.
它们给整幅作品带来生机，也使得观众融入图画， 就像与图画进行对话。
Answer the following questions:
1. What does Liu Fang enjoy about performing? 2. What makes her feel depressed or lonely? 3. What does she want to do with other musicians? 4. What is her ambition regarding Chinese music?
3. What does she want to do with other musicians? She wants to work with them. 4. What is her ambition regarding Chinese music?
She wants to compose her own music, and introduce classical pipa/ guzheng music everywhere.
introduces Liu Fang as well as her musical training and background
• Part 1 • Part 2 • Part 3
Answer the following questions:
1. What does Liu Fang enjoy about performing? She enjoys the atmosphere in a concert hall. 2. What makes her feel depressed or lonely? When she has no concert for a long time.
The pipa and the guzheng
What do these numbers mean to Liu Fang? She was born in 1974. 1974 5 years old She learnt to play the yueqin from her mother. 6 years old She has played the pipa since the age of six. 11 years old She has given concerts since 11. 1990~1993 She studied the pipa and the guzheng in Shanghai Conservatory of Music. 1993~1996 She worked as a pipa soloist of the Kunming Music and Dance Troupe. She moved to Canada with her 1996 husband.
Further understanding
Read the passage again and finish the following exercises.
1. In paragraph 1, part 1,… during her visit to China. the Queen of England her refers to_______________. 2. In paragraph 3, part 1, I have been living there since then. Canada there refers to __________. 3. In paragraph 4, part 1, the repertoire for the pipa is large… all the pieces of music repertoire means______________________________ 4. Without good skill, playing classical Chinese pipa music is out of the question. (Find a sentence to replace it.)
Read the Passage and Fill in the Table:
Year of birth Hometown 1974 Kunming
The place she is living now
Canada
Shanghai Conservatory The school she went to of Music The musical instruments she plays
What do these numbers mean to Liu Fang? 1974 5 years old She was born in 1974. She learnt to play the yueqin from her mother. 6 years old She has played the pipa since the age of six. 11 years old She has given concerts since 11. 1990~1993 She studied the pipa and the guzheng in Shanghai Conservatory of Music. 1993~1996 She worked as a pipa soloist of the Kunming Music and Dance Troupe. 1996 She moved to Canada with her husband.
3. What does she want to do with other musicians?
She wants to work with them.
4. What is her ambition regarding Chinespose her own music, and introduce classical pipa/ guzheng music everywhere.
If you technique is not good enough, it’s impossible to play classical Chinese pipa music.
5. What is the purpose of the passage?
To introduce (make an introduction of) Liu Fang to readers.
Career Year of birth Hometown
international music star 1974 Kunming
The place she is living Canada in now university she Shanghai Conservatory of Music graduated from The person who her mother taught her to play the yueqin pipa , guzheng,yueqin The musical instruments she plays
Read the passage quickly and match the main idea with each part.
tells about Liu Fang’s musical influences and characteristics of classical Chinese music is about Liu Fang’s love for performing live and her goals as an artist
dianju 滇剧 (云南的地方剧种) troupe /tru:p/ n. 剧团 school n. 学派 The same is true of/for … influence cn. 有影响的人(物) singing n. 声乐, 歌唱 be closely connected to give life to It’s the same with… combine to do in public share the feelings and ideas with… make contact with master musicians
1. What does Liu Fang enjoy about performing? She enjoys the atmosphere in a concert hall.
2. What makes her feel depressed or lonely? When she has no concert for a long time.
Module 4
Brainstorm
konghou
pipa
mandolin yueqin harp