unit6
人教版六年级英语上册unit 6知识点归纳(附练习)
Unit 6 How do you feel？Part A一、主要词汇①形容词：angry生气的afraid害怕的ill生病的worried担心的happy高兴的二、课文导入AHey, let’s have some popcorn.Yum! I ’m so happy. I love popcorn！Here you are.【1】I ’ll go and get some drinks. wait for me.【2】Hey, where is my popcorn?Yum! It was so good.What? How could you eat all the popcorn?!【3】We should share!Mum, if I feel angry, what should I do?【4】Well，first，take a deep breath.【5】Then you should count to ten.After that...?After that, you won’t feel so angry.Mum, I feel ill. Should I count to ten，too？No，dear，you should see a doctor.1、Here you are！给你！这是一个部分倒装的句子。
当句子以here，there，away等地点副词开头，且谓语动词是be动词，come，go等时，句子常用倒装结构。
①在倒装句中，如果主语是人称代词，则主语与谓语不倒装，构成“Here/there/away...+ 主语+ 谓语动词”部分倒装结构。
例句：Here we are！我们到了！Away he went！他离开了！②如果句子的主语为名词，句子常用完全倒装结构，即构成“here/there/away...+谓语动词+主语”结构。
例句：Here comes the bus！公共汽车来了There goes Mike！麦克走去那边了2、wait 等待；wait for sb/sth 等待某人/某物3、How could you eat all the popcorn？！你怎么能吃光所有的爆米花？！特殊疑问代词how：如何（方式），怎样（感受），怎么可以（质问）Could是can的过去式这是一个由how引导的含有情态动词could的特殊疑问句，其基本句型为：how could + sb + 动词原形+ 其他？；该句型意为“某人怎么能做某事呢？”，用于表示震惊、强烈反感或愤怒。
Unit-6 高级英语第2册
Section 1: Warm Up
Lead-in
Background Information
Title page from the first edition of Jean-Jacques Rousseau’s Reveries of the
Solitary Walker
Section 2: Global Reading
In the first two paragraphs, Rousseau expresses his doubts about the usefulness of knowledge brought by experience by comparing its cost and gain. He points out that since the lessons are dearly bought, the profit is not worth the price; since they come so late, they are of no use to us. Besides, they are even harmful to our life for they make us painful by telling us the truth of life.
Background Information
Watch the video clip and discuss the following questions.
Section 1: Warm Up
Lead-in
Background Information
1. Can you imagine how you would be like and how you would feel when you are old? Discuss your vision with your partners. The more specific, the better.
新教材高中英语 Unit 6 Earth first 读后续写 微技能之害怕与恐
四、完成句子 1.你无法想象北极熊向我们逼近时我们是多么恐惧。 You cannot imagine __h_o_w__ __f_r_ig_h_t_e_n_ed__ ___w__e__ ___w__e_re___ ___a_t_____ __th_e___ _a_p_p_r_o_a_ch__ ___o_f__ __t_h_e__ __p_o_l_a_r _ __b_e_a_r___.(形容词) 2.惊恐之下,我觉得我两腿发抖,手心冒汗。 _E_x_t_r_em__e_ly_ ___f_ri_g_h_te_n_e_d__,I felt my legs were trembling and my palms were sweating.(形容词作状语)
读后续写 微技能之害怕与恐惧
Unit 6
英语
一、词汇积累
名词/动词 scare,frighten,fear,fright,terror 形容词 afraid,scared,scary,frightened,frightening,fearful,terrified,terrifying 二、词块必记 1.scare sb.to death吓死某人 2.stand still站着不动 3.a flood of fear恐惧万分 4.frighten sb./sth.away把某人/某物吓跑
三、佳句背诵
1.People have always been scared of sharks,but Jaws made things worse. 人们本就害怕鲨鱼,而电影《大白鲨》加深了这种恶劣印象。 2.It made people frightened of sharks,especially of the great white shark. 让人们对鲨鱼,特别是大白鲨,心生恐惧。 3.Scared and nervous,she was frozen to the spot.她又害怕又紧张,吓呆了。 4.Fear/Tension flooded over him.恐惧/紧张淹没了他。 5.Some people stopped swimming in the sea,afraid of the horrible creature from the film. 由于害怕遇上电影里描绘的这种可怕生物,有些人再也不去海里游泳了。
人教英语七下UNIT 6课文中翻英
UNIT 6 Section A1c: 他在做什么？他在使用电脑。
他们在做什么？他们在听一张CD唱片。
2d:喂？我是詹妮。
嗨，詹妮，我是劳拉。
噢，嗨，劳拉，你在做什么？没做什么，我只是在洗我的衣服。
你呢？我在看电视。
你想和我一起吃晚饭吗？我的父母不在家，我们可以在外面吃。
好，我愿意。
让我们先在我家见面。
六点半来吧。
好，到时见。
Grammar focus:你在做什么？我在看电视。
她在干什么？她在洗她的衣服。
他们在做什么？他们在听一张CD唱片。
你在做你的家庭作业吗？是的，我在做。
/不，我没做。
我在打扫我的房间。
他在看报纸吗？是的，他在看。
/不，他没在看。
他在打篮球。
他们在使用电脑吗？是的，他们在（使用电脑）。
/不，他们没有（使用电脑）。
他们在锻炼。
Section B2b：今天的故事是关于来自深圳的一名学生，朱辉。
他现在正在美国学习，他在纽约，和一个美国人的家庭住在一起。
今天是端午节。
现在是上午九点，朱辉的家人在家里。
他的妈妈和婶婶正在包粽子。
他的爸爸和叔叔正在看船赛。
朱辉也在看船赛和吃粽子吗？好啦，现在是纽约时间下午九点，节日前的夜晚。
但是在美国没有端午节，因此，对于朱辉和他的寄宿家庭来说今晚和其他任何一个夜晚一样。
那位母亲正在给她的幼小的孩子们讲故事。
父亲正在通过电视看一场足球赛。
朱辉在干什么呢？他在和他深圳的表姑通过电话交谈，朱辉思念他的家人并希望吃上他妈妈的可口的粽子。
朱辉非常喜欢纽约和他的寄宿家庭，但仍然“没有比家里更好的地方。
外研必修第二册Unit 6短语课文学案 (含答案)
高一英语Book2 Unit 6短语课文学案P. 62-641.惊恐地；害怕的2.加深了人们的固有印象3.害怕…4.由于…5.一种6.把…切断7.对…产生出乎意料地影响8.以…为基础9.偶遇可怕的一幕10.布满了…；覆盖了…11.把…看作12.而不是13.相反地14.从那天起15.错误地16.对…变得感兴趣17.保护它们免遭灭绝P. 65-671.提高…的意识2.致力于3.旨在4.参与5.对…产生消极影响6.阻止原始环境被破坏7.可再生能源8.温室效应9.有限的资源P.68-721.环保的2.淋浴3.…的大多数4.采取措施做…5.把…误当作6.分解7.高达…8.进入待机状态9.常识10.把…考虑在内11.依赖;依靠12.值得做13.意识到14.详细地15.呼吁某人做某事16.光盘行动17.督促某人做某事18.减少了…19.想出Part Two: SentenceP.62-631.She surfaces, cries _____________, then disappears forever.她挣扎着露出水面，发出惊恐的尖叫，然后就彻底消失了。
2.People have always_____________________ sharks, but Jaws made things worse.人们本就害怕鲨鱼，而电影《大白鲨》加深了这种恶劣印象.3.It made people __________________ sharks.它让人们对鲨鱼心生恐惧4.Some people stopped swimming in the sea, __________________________from the film.由于害怕可能遇上电影里描绘的这种可怕生物，有些人再也不敢去海里游泳了。
5.Fining is _______________fishing where sharks are caught and their fins_______________采割鱼鳍是一种渔猎活动，人们捕到鲨鱼后将鱼鳍割下。
大学英语unit 6
Sports and Health
In this unit, you are going to:
• Learn new words and expressions, words related to sports and health • Read: Reading skill: 1. taking notes 2. Read articles related to sports and health • Speak: 1. talk about the sport star you admire and Qualities of athletes • 2. Personal experience --- persevering and achieve success in spite of difficulties • 3. debate: Should star athletes be role models? • Write: Should star athletes be role models? • Review grammar: Participles
Sentence patterns
• (1) parallelism • (2) It wasn’t until… that… • (3) You came here an unknown and now you go home a hero.
(1)Parallelism / repetition
Functions of parallelism
• Lead to clarity in writing • Gain emphasis • Create a pleasant rhythm in a prose passage (Rhythmic) • Cut down on the number of words needed to express an idea
Unit_6Nonverbal Communication 跨文化交际 大学教学课件
Bowing in Japan
“bowing contest”
Bend slightly to one’s right
Becoming automatic movement, e.g. bow when making phone call
In Japan, mutual bowing is largely determined by rank.
answering a question Korean – rarely do, too much smiling is a sign
of shallowness “The man who smiles a lot is not a real man.” Thailand – “the land of smiles”
regulatingaheadnodtoindicatethatitishisherturntospeak交际中话语插入轮流发言以及交际双方的情绪反应态度变化等借助非语言交际来完成?5
Unit Six
Nonverbal communication
Learning objectives :
Warm-up Activities
You don’t just “ read ” others’ language;
You observe, analyze and interpret before you decide the possible meaning!
Sitting or Standing?
In western countries, people who stand are more important than those who sit (unless there is a table between them), because the former could control the latter.
人教版九年级-unit-6课文篮球ppt课件
is enjoyed by many for fun and exercise.
篮球是一项许多人都喜爱的积极运动，它既
100
有趣又能健身。
It is over 100 years old.
100
篮球有100多年的历史，
and is played by more than
100 million people.
same team must work together to get the
ball into the other team’s basket.
2. When was the first basketball game in
history played?
On December 21, 1891.
Basketball has not only become a popular sport to play, but it has also become a popular sport to watch. 篮球不仅成为一项人们喜欢玩的运动，也 成为一项人们喜欢观看的运动。
Para 3
Paragraph 3 Although America’s NBA games are the most famous, the CBA games are becoming more popular in China.虽然美国的NBA比赛是 最著名的吗，但是中国的CBA也 越来越受欢迎。
Unit6 Section B 2b
was Do you know when basketball
invented?
2020/3/4
Main idea of each paragraph
Para 1.Introduction to basketball Para 2.How basketball was invented Para 3.The popularity of basketball
外研版(2019高中英语 必修第一册 Unit 6 课件
a …they could increase the areas in which they could grow rice. b …these terraces still mean a lot to the local people for whom
traditions hold much value.
1. What do “which” and “whom” refer to in each sentence? In sentence (a), “which” refers to “the areas”. In sentence (b), “whom” refers to “the local people”.
Attributive clauses introduced by a preposition + whom/which
1. We usually use attributive clauses introduced by a preposition + whom/which when the relative pronoun is the object of a preposition in the attributive clause. E.g. 1) The man by whom the thief was caught was a good policeman.
必修一 Unit 6 At one with nature (2)
高一年级 英语
Using language Attributive clauses (3)
Grammar
Learning objectives
At the end of the class, you will be able to: 1. summarize the usage of attributive clauses introduced by “a preposition + whom/ which” by finding, comparing and analyzing; 2. use attributive clauses introduced by “a preposition + whom/ which” to complete a passage and talk about a geographical feature in the world.
高中英语外研版(2019)必修第二册-Unit 6 Earth first-Developing ideas-课件(53张PPT)
3. Which one is true according to fifth paragraph? C
A. Leaving a device in stand-by mode is environmentfriendly. B. Older devices use less energy than new ones. C. Removing the plug from power supply will stop using power. D. Using electric devices as little as possible is the best way to save energy.
finish the task. (2)The Smiths _a_d_o_p_te_d_ an orphan as their own child. (3)She treated her _a_d_o_p_t_ed_ son as her own child.
(4) The couples who can’t have their own child may
把自己/一生/金钱/精力奉献给(用于)……
(2)devoted
adj. 挚爱的；忠实的
be devoted to 忠实于，专心致力于
(3)devotion
n. 深爱；忠诚；奉献
【即学活用】语法填空 Mrs White, a _d_e_v_o_te_d_ (devote) friend of mine, devoted all her energy _to_ her career and her _d_e_v_o_t_io_n_ (devote) to children made us vote for her. Finally, she was promoted to headmistress.
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单元目标 备课 年 级 单元 6
本单元按照时间顺序依次呈现Liu Tao 一天的生活作息,引出本单元有关谈论时间的交际用语: What time is it? It’s „ o’clock. It’s time for breakfast/class/school/„的正确使用。通过story time的正面教育,学生明白生活要有规律。Cartoon time 巧妙渗透where„和what are these?学生在幽默搞笑中学习新句型又明白道理：既要按时起床又要正确摆放自己的物品。 1话题和功能： Asking and talking about time 1. 日常用语与句型： What time is it? Hurry up. It’s … o’clock. It’s time for… 2. 词汇：wake up, mum, o’clock, breakfast, dinner, these, here’s=here is , class, bed, OK, lunch, eleven, twelve,bag 3. 歌谣： Wake up, Eddie 5.语音： 字母t在单词中的读音
执教者 备课人： 年 级 单元 课时 1 一，教学内容： Story time
二，教学目标： 1. 学生能用：What time is it? It’s „ o’clock. It’s time for„对话交流。 2. 会说会读词汇：hurry up, wake up.breeakfast, lunch,dinner,eleven, twelve, bed, 3. 理解story time 的故事大意，并能够表演出来。
三，教学重难点： 1. 句型：What time is it? It’s …o’clock. It’s time for breakfast/class/school/bed/dinner… 2. 词汇: wake up, hurry up
四，课前准备：多媒体、挂图、生字卡、实物钟或模型钟 五，教学过程： 教学内容及师生活动 课前预设 Step1 Greeting 1.Revision 接龙说数字，引导学生复习数字。 T: First let’s review the numbers. Let’s count the numbers from one to ten. 1. 做数字游戏继续复习数字。 a. which card is missing? b. Guess which card is in my hand? (加入11，12数字，在复习数字的基础上教学 eleven, twelve) 2. 在复习和教学数字完后，呈现钟。 a.T: What’s this? S: It’s a clock. T:呈现几点钟，引导学生说：It’s one. It’s two… T: 自然引导学生说：It’s one o’clock..教学O’clock b. 不断转换钟，学生说：It’s …o’clock. c. 渗透：What time is it? d. pair work
教学内容及师生活动 课前预设 It’s …o’clock. e. Teach “breakfast, lunch, dinner” It’s time for breakfast, lunch, dinner f. A: What time is it? B: It’s …o’clock. A: It’s time for…. (阶段目标：通过复习上单元的数字，巧妙引出What time is it? It’s time for…,为下面语篇教学排除障碍。) Step2 story time 1.Watch the cartoon and answer the questions a. Who is the boy? b. What clock time does the text mention? 2. Read the text and work with your partner, underline the key words Name Clock time Time for Liu Tao 7:00 8:00 6:00 9:00 3. Read the text and guess what do the words “hurry up, wake up” mean? Teach: hurry up, wake up(比较cake) （阶段目标：从初步观看到后期的读、合作讨论，使学生从整体感知课文到理清文章脉络结构。） Step3 1. Read after the tape 2.小组合作分角色朗读课文 3.根据表格，复述课文 4. 根据表格，两人合作编对话 Clock time Time for 6:00 7:00 11:00 5:00 （阶段目标：模仿课文语音语调，从开始养成好的语 教学内容及师生活动 课前预设
（阶段目标：模仿课文语音语调，从开始养成好的语音语调，学生在边模仿同时熟读课文，内化所学语言。）
Step4、Homework. 1．听录音，认真读课文至少5遍。 2．Copy the new words four times 3. Make a dialogue 六，板书设计： Unit 6 What time is it? A: What time is it? breakfast dinner B: It’s …o’clock. A: It’s time for… 七，课后反思： 备课人： 年 级 单元 课时 2 一，教学内容： Fun time , Checkout time
二，教学目标：
熟练应用句型What time is it? It’s …o’clock. It’s time for….
三，教学重难点： 熟练应用句型What time is it? It’s …o’clock. It’s time for….
四，课前准备： 课件，实物钟 五，教学过程： 教学内容及师生活动 课前预设 Step1 Review a. 快速呈现单词图片：如breakfast, lunch, dinner, eleven, twelve,one, two, three, four, five,six, seven, eight, nine, ten b. 检测看学生能否背出 d_nn_ _ br_ _ kf_ st l_ nch el__ v_ n tw_l_ve thr_ _ c. 读拼写确保学生能够读 d. Read story time and answer questions: (1).What time does Liu Tao wake up? (2).Why should Liu Tao hurry up? 检测学生读，看是否读会。
教学内容及师生活动 课前预设 e.Fill in the blank time things 学生练习用句型：What time is it? It’s „o’clock. It’s time for„. （阶段目标： 检测学生上节课的掌握情况，同时巩固学生所学的语言点。）
Step2，Fun time , Checkout time 1.Make and say(P43) （1）Show a clock,要求学生做。取出纸板，画圆，写出数字。练习说：What time is it, please? It’s„ o’clock. （2）叫学生上去表演 2.Listen and draw （1）听然后画 （2）两人合作对话 What time is it, please? It’s „o’clock. 3.Look and say (1) 两人练习说。（注意拓展其他时间） (2) 再上台表演讲 （阶段目标： 通过做、说、听等多渠道形式练习重难点句型：What time is it? It’s „o’clock. It’s time for„）
Step3 1.课课练 A.听然后画 P33 B.两人合作，加入合适的事情练习对话P31 A： What time is it? B: It’s . ..o’clock. A: It’s time for„. (阶段目标：:在讲说基础上，通过课课练听说部分来检测巩固学生对该句型的掌握情况） 教学内容及师生活动 课前预设 Step4 Homework 1. 课课练P32 2. 预习Cartoon time , sound time , rhyme time
六，板书设计： Unit 6 What time is it? A：What time is it? B: It’s….. A: It’s time for…
七，课后反思： 备课人： 年 级 单元 课时 3 一，教学内容： Cartoon time , sound time , rhyme time
二，教学目标： 1. 会读会说句型What are these? Here’s your bag. 2. 学习cartoon time ,明白cartoon time所包含的寓意。 3. 学习sound time,明白字母t的发音. 4. 学习rhyme time,并能够稍作改变 5. 根据补充习题练习完成情况,完成ticking time
三，教学重难点： 句型What are these? Here’s your bag，sound time.
四，课前准备：课件，实物钟 五，教学过程： 教学内容及师生活动 课前预设 1. Review 指针不断转动，让学生不断应用句型： What time is it? It’s „o’clock. It’s time for„ 引出： It’s time to„ 2. 学习sound time (1)听钟声，学说：tick-tock, (2)自读sound time ,感受字母t的发音 (3).根据节奏朗读sound time (4) 再想想含有此字母的单词 late, twelve ,that, it, breakfast„ （5）尝试改编sound time eg. Tick-tock, ten o’clock It’s time to meet Tick-tock, twelve o’clock