(1)on no occasion位于句首时倒装的考查 (2)作先行词时定语从句引导词的考查

It is an occasion for all the family to celebrate.

这是个值得举家庆祝的时刻。

What do they say when they meet on a formal occasion?

在正式场合见面的时候，他们要说什么?

(1)I call on my parents on occasion.

(2)On no occasion should you do such a thing like that.

(3)I can remember very few occasions when he had to ask for leave because of ill health.

2.celebrationn.庆祝;庆典(aspeciallyorganizedeventtocelebrate..

in celebration of为庆贺……

celebrate sth.庆祝……

congratulate sb./oneself on sth.因……向某人/自己庆贺

Congratulations!祝贺!恭喜!

Usually，no matter how far away or how busy we are，we will try to return home for the celebration.

通常不管我们多么远，多么忙，我们都努力回家来庆祝这一节日。(辽宁·书面表达)

(1)The old couple held a party to celebrate(celebrate) their fiftieth wedding anniversary last week.

(2)I want to congratulate you on your success with all my heart.

(3)Celebrating/To celebrate(celebrate) Christmas is their custom.

(4)I congratulated myself on having chosen a good woman to be my wife.

beyond/out of one’s power某人不能胜任的，超出某人能力的

As the saying goes，knowledge is power.

俗话说，知识就是力量。

She is said to have the power to foresee the future.

据说她有预测未来的能力。

She interviewed six women who have reached positions of great power and influence.

她采访了6名身居高位，并且颇具影响力的女士。

①The president is the most powerful(power) man in America.

②They have invented a new car，which is powered(power) by solar batteries.

(2)He told her that he would do everything in his power to prove that he was the man for her.

①He told her that he would do what he could to prove that he was the man for her.(改为含有what从句的复合句)

②He told her that he would do his best to prove that he was the man for her.(用do one’s best改写句子)

4.destroyv.摧毁，毁灭;破坏(damage...badly

destroy one’s career/hopes毁灭某人的`事业/毁掉希望

The fire destroyed most of the building.

大火把这座建筑物几乎烧毁了。

All hopes of a peaceful settlement were destroyed by his speech.

和平解决的希望都被他的讲话给毁了。

Failure was slowly destroying him.

失败渐渐地把他毁了。

(1)destroy表示毁灭性的破坏，多指无法修复。

(2)damage指不同程度的损害、毁坏;作名词时，表示“损害”。

①The bridge was destroyed by the flood.

②The strong sandstorm damaged most of the young trees.

①Smoking destroying(destroy) his health，he is quite weak now.

②His hope destroyed(destroy)，he felt helpless.

decorate...with...用……装饰……

The hall is decorated with flowers.

大厅里摆放着鲜花。

(1)With its simple decoration(decorate)，the main bedroom is a peaceful heaven.

(2)He decorated his room with pictures of all his favorite sports figures.

serve sth.to sb.=serve sb.sth.给某人端上……

at the service of sb.=at one’s service听……差遣;随时准备为……做事

Who will serve lunch to us/serve us lunch?

谁招待我们吃午饭?

The company said it would focus on making more competitive servers，storage and networking gear，as well as analytic software.

该公司说，它将专注于生产更有竞争力的服务器、存储设备和联网设备，以及分析软件。

(1)When the news came that the war broke out，he decided to serve in the army(去部队服役).

(2)She ushered(引导) me into the front room，which served as(用作) her office.

(3)We are at your service(随时为你服务).Don’t hesitate to turn to us if you have any further problems.

7.applyvt.&vi.涂(putorspreadsth.ontoasurface);应用(use);使用;申请(makearequest);涉及(concern，relate)

apply vt.&vi.涂(put or spread sth.onto a surface);应用(use);使用;申请(make a request);涉及(concern，relate)

apply (to sb.) for sth.(向某人)申请某物

apply sth.to sth.把某物应用(涂抹)于……

apply oneself to (=be applied to)(doing)sth.致力于/集中精力于……

Apply some medicine to his wound.

给他的伤口上点药吧。

What you said doesn’t apply to me.

你所说的并不适合我。

①The new technology，if applied to rice growing，will help increase the grain output.

②His application for membership of the organization was rejected.

③If the applicant is not a true candidate for the job，do not interview him.

(2)If you apply yourself to the job in hand，you’ll soon finish it.

①Applying yourself to the job in hand，you’ll soon finish it.(用现在分词短语作状语改写句子)

②Applied to the job in hand，you’ll soon finish it.(用过去分词短语作状语改写句子)

8.attendv.出席，参加(bepresent);照料，护理(takecareof);处理，对付(dealwith)

attend school/class/church上学/上课/做礼拜

attend to sb./sth.处理;倾听;照料;专心;注意

Thousands of people attended the ceremony.

数千人参加了庆典。

They will not attend the Olympic Winter Games.

他们不会出席本届冬奥会。

The main thing is to attend to the injured.

首要任务是照顾伤者。

(1)—Would you like to join us in the game?

—I’m afraid not，for I have something important to attend to.

(2)I’m staying at home tonight to attend on/to my father.

ntributev.捐献;捐助(givemoneyorgoodsto...);是……的原因之一(beoneofthecausesofsth.);贡献;投稿(write...for...)

contribute v.捐献;捐助(give money or goods to...);是……的原因之一(be one of the causes of sth.);贡献;投稿(write...for...)

contribute to，result in，be responsible for，bring about，lead to，cause

contribute...to...把……贡献给……

contribute to(=result in/lead to)有助于;导致

make a contribution/contributions to对……作出贡献

He contributed a lot of good ideas to the discussion.

他在这次讨论中提出很多好的想法。

Would you like to make a contribution to the hospital building fund?

你愿意为医院建设基金捐款吗?

Various factors contributed to his downfall.

Various factors resulted in/led to/were responsible for/caused his downfall.

(2)In a discussion group，it’s very important that everyone contributes(每个人都贡献) whatever’s in their minds.

Researchers have detected a link between smoking and heart disease.

研究人员发现了吸烟和心脏病之间的关系。

Television stations around the world are linked by satellites.

全世界的电视台通过卫星联系在一起。

(1)Police suspect there may be a link between the two murders.

(2)The newspapers have linked his name with hers.

(3)The two spacecraft will link up with each other in orbit.

I want people who take responsibility seriously.

我想招的是那些严肃对待责任的人。

I’m afraid I’m not a very serious person.

恐怕我不是一个非常严肃的人。

(1)It was a question which deserved serious consideration(认真考虑).

(2)He was serious about(认真对待) the matter.

When he returned home，he found everything in a terrible mess.

他回到家以后，发现一切都乱糟糟的。

Don’t mess up the house while I am gone.

我不在的时候别把房子里弄得乱糟糟的。

● 人教版高中英语选修6《Unit2Poems》教案

permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of

May / Could / Can I do that?

I wonder if I can do that.

Would / Do you mind if I come earlier?

Will you tell me if can go now?

Yes, please. / Of course. / Sure. / Certainly.

Go ahead, please.

That’s all right. / OK.

It’s all right to me.

I’m sorry, but it’s not allowed here.

You’d better not.

I’m afraid not. It’s not right.

The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.

1)catch fire：begin to burn着火;烧着。catch fire有动态含义，揩“开始燃烧”。

例如：

Paper catches fire easily.纸容易着火。

The bed clothes catch fire and the whole house may be burnt down.铺盖着火了，整个房子都可能烧掉。

2)be on fire：be burning着火;失火。 be on fire有静态含义，指“燃烧的状态”。

例如：

The house was on fire.房子着火了。

She woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。

● 人教版高中英语选修6《Unit2Poems》教案

高中英语作文汇编

July 9

Dar Mr Smith,

I was so plasd to har from you and am writing to tll you somthing about my school. You ar right. Quit a fw changs hav takn plac. On on sid of th road thr is a nw classroom building. On th othr sid, whr th playground usd to b now stands anothr nw building-our library. In it thr ar all kinds of books, nwspaprs and magazins. Th playground is now in front of th school. W hav also plantd a lot of trs in and around th school. I hop you com and s for yourslf som

Bst wishs,

-------------------------------------------------------------------------

Th othr day my brothr and I wnt to th cinma by bicycl. My brothr was riding with m sitting on th sat bhind. As w cam to th crossroads a young man and a girl cam up and stoppd us. ‘W‘v found you at long last,’ thy said. But w didn’t know thm. Pointing to a policman not far away, th young man xplaind, ‘H stoppd us about half an hour ago and mad us catch th nxt offndr. So com on, stand hr. Hop you don‘t hav to wait as long as w did . Good luck.’

-------------------------------------------------------------------------

My nam is Li Hua. I was born in Dalian, Liaoning provinc in Fbruary 1977. I startd school in 1984 whn I was svn. I studid in Guangming Primary School from 1984 to 1990. Aftr that I wnt to No.62 Middl School of Dalian and graduatd this summr. Th main subjcts I studid at school includd Chins, maths, nglish, physics, chmistry and computr. I lik nglish and computr bst and I am vry good at thm. Last yar I won first priz in th school computr comptition. In my spar tim I njoy listning to popular music and collcting stamps. My favorit sports ar swimming in summr and skating in wintr.

-------------------------------------------------------------------------

Jun lst,1995

Dar Ptr,

W’r so gald you‘r coming to join us on Sunday. Hr is how you can find us. W’ll hav our picnic in th Popl‘s Park. You know whr that is, don’t you? Aftr you ntr th park by th main gat, walk straight on till you com to a stram. Cross th stram and turn right. Aftr walking for a whil you‘ll com to a hill. Walk around to th othr sid of th hill. Thr you’ll s a lak. W‘ll hav our picnic thr in th small woods by th lak. I’m sur you‘ll hav no troubl finding us. Do com!

Li Hua

-------------------------------------------------------------------------

May I hav your attntion, plas? I hav an announcmnt to mak. Th Studnt Union is going to hold a party on Saturday vning, August 15, to wlcom our frinds from th Unitd Stats. Th party will b hld in th roof gardn of th Main Building . It will bgin at 7:30 P.m. Thr will b music, dancing ,singing, gams and xchang of gifts. Will vrybody plas bring along a small gift for this purpos. Rmmbr to wrap it up ,sign your nam and writ a fw words of good wishs.Don‘t forgt: 7:30, Saturday vning, roof gardn, Main Building. Thr’s sur to b a lot of fun. vrybody is wlcom.

● 人教版高中英语选修6《Unit2Poems》教案

标题: 创新的高中英语初中教案

导语：

英语教学在初中阶段扮演着重要的角色，因为这是学生打下良好英语基础的时期。本文将提供一份创新的高中英语初中教案，帮助学生在愉快的学习氛围中提高语言能力。

高中英语初中教案的设计是为了激发学生对英语的兴趣，培养他们的学习动力，从而提高他们的学习效果。通过创新的教学方法和活动，学生能够在积极的学习环境中掌握语言技能。

一、教学目标：

1. 培养学生的听、说、读、写能力。

2. 培养学生的合作和团队合作精神。

3. 培养学生的英语学习习惯和学习策略。

二、教学内容：

1. 语法：根据学生的水平，从基础语法知识到复杂语法知识的渐进性学习。

2. 词汇：根据学生的兴趣和实际需求，选择与话题相关的词汇进行学习。

3. 阅读：通过选读课文、短文和故事，培养学生的阅读能力和理解能力。

4. 写作：通过写作练习，提高学生的写作能力和表达能力。

三、教学方法：

1. 情境教学法：通过设置真实场景，让学生在真实语境中学习和应用英语。

2. 小组合作学习法：鼓励学生分组进行活动和任务，培养他们的合作和团队合作能力。

3. 游戏教学法：通过游戏和竞赛的方式激发学生的学习兴趣，提高他们的语言运用能力。

四、教学活动：

1. 角色扮演：学生扮演特定角色，通过对话练习口语表达能力。

2. 演讲比赛：学生准备主题演讲，培养他们的演讲技巧和表达能力。

3. 阅读讨论：学生阅读材料后进行小组讨论，培养他们的阅读和理解能力。

4. 写作比赛：学生在一定时间内完成写作任务，并进行评选，激发他们的写作潜力。

五、教学评估和反馈：

1. 进行期中和期末考试，评估学生的语言掌握情况。

2. 提供课堂活动和作业的反馈，指导学生提高语言技能和学习策略。

3. 鼓励学生自主评估和反思学习过程，激发他们对英语学习的动力。

六、教学资源：

1. 教材：选择合适的教材和教辅材料，满足学生的学习需求。

2. 多媒体设备：使用多媒体设备来显示图片、视频和音频，丰富教学内容。

3. 课外阅读：鼓励学生阅读英语相关的书籍、杂志和新闻，扩大他们的词汇和阅读能力。

高中英语初中教案的设计需要重视学生的兴趣和需求，通过创新的教学方法和活动来激发学生的学习兴趣，提高他们的学习效果。只有在积极的学习氛围和良好的教学资源的支持下，学生才能在英语学习中不断进步，提高他们的语言技能。

● 人教版高中英语选修6《Unit2Poems》教案

在平时的学习、工作或生活中，大家都经常看到作文的身影吧，作文可分为小学作文、中学作文、大学作文（论文）。还是对作文一筹莫展吗？以下是小编为大家整理的friend高中英语作文_高中英语作文，供大家参考借鉴，希望可以帮助到有需要的朋友。

Lucy once was my classmate, but now she has moved to another city. However, we communicate with each other all the time, sharing our lives with each other. When she firstly moved to thenew cityand went to the new school, she did not adapt very well. But she is outgoing and talkative, it did not take very long time for her to get on well with others. She is so kind that people are likely to make friends with her. Therefore, I do not worry about her in the new environment. I hope she will have a new start in thenew cityand school and I am sure she certainly will.

露西是我同班同学，但是现在她转到另一个城市了。尽管如此，我们一直相互沟通，互相分享生活。刚搬去那里并去了新的'学校的时候，她很不适应。但是她性格外向，健谈，没过多久就能够与别人相处得很好了。她很善良，人们都喜欢和她做朋友。因此，我不担心她的新环境。我希望她在新城市和学校有一个新的开始，我也相信她会的。

● 人教版高中英语选修6《Unit2Poems》教案

名词 The Noun (缩写为n) 表示人或事物的名称 Basket, mouth, hospital, year, train

冠词 The Article (art) 用在名词前帮助说明名词所指的人或事物 a, an, the

代词 The Pronoun (pron) 用来代替名词、形容词或数词 They, his, him, mine, which, all

形容词 The Adjective (adj) 用以修饰名词，表示人或事物的特征 Long, empty, heavy, different, cheap, hungry

数词 The Numeral (num) 表示数量或顺序 Three, thirteen, twenty, second

动词 The Verb (v) 表示动作或状态 Hear, write, swim, eat, borrow, sing

副词 The Adverb (adv) 修饰动词、形容词或其他副词 Quickly, early, out, soon, then, sometimes

介词 The Preposition (prep) 表示名词、代词等和句中其他词的关系 From, with, at, into, behind, between, for

连词 The Conjunction (conj) 用来连接词与词、短语与短语或句与句 And, or, but, so, because

感叹词 The Interjection (interj) 表示说话时的喜悦、惊讶等情感 Oh, hey, ouch, well, there, dear

(一) 名词：

专有名词：表示人名、月份、日期、地名等。如 China, John, London, the USA, Harbin .

个体名词：表示单个的人或事物。如 boat, chair, desk, apple .

集体名词：表示一群人或一些事物的总称。如 family, people, class, police . 可数名词

普通名词 物质名词：表示无法分为个体的物质。如 water, air, tea, sea, money, cotton .

抽象名词：表示抽象概念的词。如 health, help, work, friendship . 不可数名词

2.名词的数。可数名词有单复数，不可数名词没有单复数。X| k |B| 1 . c|O |m

3.名词的格：名词有三个格：主格(作主语)、宾格(作宾语)、和所有格。其中只有名词的所有格有形式变化。

1.定冠词-the .

○1 特指某(些)人或某(些)事物。The students are very good.

○2 说话人与听话人都知道的人或事物。Where is the toilet ?

○3 重复提到上文的人或事物。I have a cat , the cat is white and black .

○4 表示世界上独一无二的事物。The moon moves around the earth .

○5 形容词级和序数词前和表示方位的名词前。I am the oldest . He is the first to school . I live in the south .

○6 乐器的名称前常用定冠词-the 。I like playing the piano / violin .

○7 和某些形容词连用，使形容词名词化，代表某一类人。We should help the poor .

○8 放在某些专有名词前。We will go to visit the Great Wall next week . the people’s Republic of China .

○9 放在姓氏的复数形式前，表示全家人或夫妇两人。The Whites are watching TV .

○10 固定词组中。In the morning / afternoon / evening .

2.不定冠词-a / an .

○1 指人或事物的某一种类。A horse is a useful animal. A table has four legs.

○2 指某一类人或事物中的任何一个。Pass me a pencil, please. We write with a pen.

○3 指某人或某物，但不具体说明何人或何物。The book was written by a peasant. Last month we were working in a factory.

○4 不定冠词还可以指“事物的单位”，如“每日”、“每斤”等。 Here is a letter for you . The meat is 18 yuan a kilo.

3.零冠词。

一起合同网（Hc179.COM）刷屏级爆款:
• 人教版高中英语选修6《Unit2Poems》教案 | 高中英语教学计划 | 高中英语教师年度个人考核工作总结 | 高一英语教案人教版 | 人教版高中英语选修6《Unit2Poems》教案 | 人教版高中英语选修6《Unit2Poems》教案

○1 泛指人类或男女。Man will conquer nature .

○2 抽象名词在用来表示它的一般概念时，通常不加冠词。Knowledge begins with practice .

○3 有些个体名词有时可以转化成具有抽象意义，其前面也常不加冠词。We had better send him to hospital at once.

○4 在专有名词前一般不用冠词。China is a great country. Mr Smith is an artist.

○5 在三餐饭何球类运动名称之前不用冠词。He often goes out for a walk after supper. Sometimes I play basketball.

○6 在节假日、星期几、月份、季节等名词前。October 10th is Teachers’ Day.

○7 称呼语或表示头衔、职务的名词前不用冠词。Granny is sleeping now. We call him monitor.

○8 在语言名词前，名词前有指示代词、物主代词或数词时，不用冠词。This is his book. I can speak English .

○9 不用冠词的惯用语。At night / on food / go to town / at home / in class / at work 等。

1.形容词的构成。

○1 简单形容词由一个单词构成。Good, long, green, large, bright, interesting, surprised, learned, developing, sleeping .

○2 复合形容词由一个以上的词构成。20-minute, second-hand, 500-word, 8-year-old, three-legged, round-trip, part-time, good-looking.

2.形容词的用法。

○1 修饰名词作定语。She is a beautiful girl .

○2 作表语。He is very strong.

○3 作宾语补足语。Let the door open. You must keep your classroom clean .

○4 “定冠词+形容词”表示一类人或物，在句子中可作主语或宾语。We should speak to the old politely.

○5 大多数形容词既可作表语又可作定语，但少数形容词只能作表语，不能作定语。如：asleep, ill, awake 等。

○6 有些形容词只能作定语而不能作表语。如：many, little, wooden, golden 等。

3.形容词的位置。

○1 形容词通常放在它所修饰的名词的前面。A heavy box.

○2 与表示度量的词连用，形容词要放在它所修饰词语的后面。3 metre long. 12 kilometer away .

○3 与不定代词something, anything, everything, nothing 等连用时，可以放在这些词之后。 Something important . nothing serious .

○4 当名词前有多个形容词修饰时，一般按下面的词序排列： 冠词(包括物主代词、序数词、基数词)-描述形容词(brave, beautiful)-表示形状(大小、长短、高矮)的形容词-表示年龄或新旧的形容词-表示颜色的形容词-表示国籍、出处或来源的形容词-表示材料、物质的形容词-表示用途或类别的形容词-被修饰的词。My nice small brown leather bag . those large round black wooden tables .

4.形容词的比较级和级。(一般加 er / est ，不规则见表)

A. 肯定句：A + 动词 + as + 形容词原级 + as + B . He is as tall as me .

B. 否定句：A… + not as +形容词原级 + as + B (即A 不如 B 那么…)

A… + not so +形容词原级 + as + B = A…+ less + 形容词原级+than + B .

○2 比较级的用法：

A. A + 动词 + 形容词的比较级 + than + B . (A 比B 更… ，在这种句型中，比较级前面可用 much, even, still, a little, a bit, a lot, any, far 等修饰，表示“…得多”，“甚至…”，“更…”，“…一点儿”。

B. “比较级 + and + 比较级”、 “more and more + 部分双音节或多音节的原级” 译为“越来越…”。

○3 级的用法：(个体用-of ，范围用-in，级前面要用定冠词-the)

A. 三种级表示法。

级：Shanghai is the largest city in China .

比较级：Shanghai is larger than any other city in China . / Shanghai is larger than the other cities in China .

原级： No other city is as large as Shanghai in China . / No other city is larger than Shanghai in China .

● 人教版高中英语选修6《Unit2Poems》教案

教学目标：

1、能听懂、会读、会说goodbye, my friend, he’s, she’s.

2、能听懂、会读、会说日常交际用语Goodbye,… He’s/She’s… He’s/She’s my friend.

3、能初步运用本课所学的词汇和日常交际用语与人告别，向他人介绍自己的朋友。

教学重点：

1、能在情境中理解friend一词的意义。

2、能理解Goodbye,…这一交际用语的含义并知道如何在生活中运用。

教学难点：

能根据性别的不同，用He’s/She’s…来介绍自己的朋友。

T: Let’s play a game. Close your eyes. Listen and guess: Who’s this?

S1: Hello/hi/ good morning, class!

S1: Yes, I am. / No, I’m not.

(当最后一个同学说时，教师参与其中)T: Let me have a try! Em，he’s/she’s…

T: Em，I don’t know. Who’s she/he? (睁开眼睛看一看)

T: You did a good job just now! Look! I have some other pictures. Do you know them?

(呈现一组学生熟悉的体育、影视名星)T: Who is she? Who is he?

T: Yes! She’s Mei Yangyang. And she’s my friend. (领读friend，my friend，并让学生看口型，准确发音，分男女生读，小组读)

T: Now, you know my friend. Can you introduce your friend to me?

T: Look!You may say ‘She’s/He’s…She's/He's my friend.’(PPT呈现句型)

S1: (手指另一个同学)She’s/He’s…She’s/He’s my friend.

S2: She’s/He’s…She’s/He’s my friend.

T: Yes, she’s the teacher.

(指Yang Ling妈妈头像)Who’s she?

Ss: And she’s Yang Ling’s mum.

T: Yes, they’re Mike and Yang Ling. And they are friends.

T: Today let’s talk about friends.

Mike和Yang Ling是怎样向父母介绍自己的朋友的?在文中找出来!

S1: She’s Yang Ling. She’s my friend.

S2: He’s Mike. He’s my friend.

Summary: 学生自主归纳出用‘-He’s/She’s…-He’/She’s my friend.’向他人介绍我的朋友)

T: Watch the cartoon again; find out what Miss Li and her students are saying. When we say like this? (让学生找出表示告别的交际用语，并联系文中的场景想一想，在生活中怎样去用?)

1) Read after the video/ tape.

2)Open the books and read after the teacher(读对话时要提醒学生用手指着书上的句子逐句跟读)

4) Read in groups(让学生在小组内分角色读，读出不同角色的感情色彩)

1.Let’s summarize:

(让学生自主小结本课所学交际用语在生活中如何运用，PPT呈现))

What have you learnt today? (今天你学习了什么?)

-He’s/She’s…-He’/She’s my friend.(向他人介绍我的朋友)

Please use them as much as you can! (请多多运用它们哦!)

1) (T-Ss示范表演)T: Now，I’ll be Miss Li.You are all my students. And boys act as Mike, girls act as Yang Ling. OK?

3) Act out(提供表演对话的头饰，场景图片等，引导学生演出自己的个性风采)

3. 评价(T-Ss, S-Ss)(通过师生评价和生生评价选出最佳编剧奖和最佳表演奖)

1) Read the dialogue after the tape five times, and act it with your friend.

2) Introduce your friends to your mum and dad, use what you learnt today!

3) Prepare two photos of your friends, cut them out and stick on the paper.

以上就是英语教案《unit 3 My friends》，是由中公教师网收集整编，如有，请注明来源。

● 人教版高中英语选修6《Unit2Poems》教案

以if从句为代表的状语从句中的特殊省略用法：通常省略了it is，that is，there is/are。

关系词的省略 关系代词that，which，whom等在限制性定语从句中充当宾语且不位于介词之后时，可以省略;in which或that在先行词way后作方式状语从句时可省略。

1、当条件状语从句中有were，had，should等时省略if，把它们提至句首，形成倒装句。

2、Suggest，insist，order，require等表示建议、要求、命令的动词后接的名词性从句中，谓语动词常用“should+动词原形”，should可以省略。

1、感官动词see，hear，feel，watch等和使役动词have，make，let等后接不定式作宾语时，不定式省略to。

2、在特定语境中为了避免重复，当不定式再次出现时，在want，wish，hope，try，plan，like，love，hate后往往只保留to，而省略后面的动词。但不定式后有be，have时，也保留be和have。

用于避免重复前面所说过的内容，替代词so/not替代肯定或否定的名词性从句。可与believe，do，expect，fear，guess，hope，say，speak，suppose，think，I’m afraid等连用

1.在there be/live/lie句型中用全部倒装：

2.在以there， here， now， then +be/come/go+主语的句子中用全部倒装：

3.以off， away， out， in， up， down等副词开头的句子以示强调或为了使情景更生动，句子用全部倒装：

4. only， not until所修饰的介词短语、副词或状语从句放在句首时，要部分倒装：

②Only+主语置于句首时，不倒装。

5. never， hardly， seldom， scarcely， barely， not， few， little， often， by no means， at no time等放在句首时，要部分倒装：

6.在no sooner…than; not only…but also; hardly/scarcely …when; 句型中，前面的句子要部分倒装：

注：not only…but also， neither…nor连接两个主语不倒装。

7.以so， neither， nor开头的句子，表相同概念的肯定或否定时，要全部倒装：

e.g.：

I have never been to Beijing. Nor has he.

She is a teacher， so am I.

8.so/such…that句型中，把so/such修饰的那部分放在句首时，主句要部分倒装：

9.as引导的让步状语从句，常把表语、状语置于主首，用倒装：

注：如果表语是单数可数名词，该词前一般不加冠词。

Child as he is， he knows a lot.

10.省略if的虚拟条件句置于句首时，用倒装：

11. Such作表语放在句首时，表示强调，用倒装：

● 人教版高中英语选修6《Unit2Poems》教案

1.单元内容所体现的意义：本单元的主题为Celebration，主要是介绍了中外国家的一些主要节日，以及人们在一些重要节日的庆祝活动。通过本单元的学习，可以帮助学生理解交际中的文化差异，初步形成跨文化交际意识。

2.课前的内容与本节内容的内在联系：在Warm-up 环节部分，学生已了解一些关于“庆祝”的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。

1.学生年龄特点，和对学科学习的情感表现：学生对学习的内容有着强烈的好奇心，表现出多样的学习技能和策略，喜欢把语言学习与自己的现实生活和兴趣联系起来。

2.学生语言知识和技能：学生对本课话题Chinese Seasonal Festivals 已具备一定的背景知识、经历和经验;况且在Warm-up 环节，学生已了解了一些相关的内容及词汇，这些都有助于语言活动的开展 。但是要用英语进行思维和表达，还是有一定的难度。

3.学生的学习策略和其他技能：高一的学生已初步具备用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步的提高。

三、教学目标

seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, Zongzi

1)The Mid-Autumn Festival is celebrated by Chinese people.

2)In the old days, dragon boat races were held in Chinese communities.

3)Lanterns were usually lit by candles and decorated with pictures of birds…

2.语言技能目标：

1)提高从文章中获取主要信息，并进行分析、推理和判断的能力。

2)积极参与语言实践活动，提高用英语进行思维和表达的能力。

3.知识能力目标：

1)学会用英语简单介绍中国的节假日。

2)进一步了解我国的一些主要的节日及其相关的历史源源，从而尊重传统文化，增强爱国主义精神。

4.情感与人文素养目标：

1)关注学生在学习中的情感态度变化，引导学生形成乐于与他人合作，具有和谐与健康向上的品格。

3)通过文化的了解，增强爱国主义精神和民族自豪感，提高对中外文化异同的敏感性和鉴别能力，为跨文化交际能力打下基础。

5.重点与难点：

1)如何让学生在阅读活动中获取信息，理解全文。

2)在语言实践活动中，要求学生用英语进行思维和表达，有一定的难度。

2)采用激发主体兴趣的教学模式。

3)运用合作学习的方法。

2.教学策略： 1)Fast reading to get general idea.

2) Careful reading to get detailed information.

3) Free-talk before reading to make students interested in what they will learn.

4) Group work after reading to make students understand what they have learned better.

a recorder, a computer, and a projector

T: What is your favorite season? What festivals happen during your favorite season?

( 以问题的形式引入本课的主题：Chinese seasonal festival. 由此引起学生的学习兴趣，自然导入课题)

S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.

S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.

T：Well done. Thank you. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated.

(欣赏图片和讨论的同时，让学生把注意力集中到与本课有关的三个节日上：

端午节、元宵节和中秋节。并且通过图片可以让学生掌握更多的节日和如何表达，如清明节，母亲节等)

Read the texts quickly. Match the pictures with the festivals.

(快速阅读环节中的问题可以培养学生的快速阅读技巧和获取文章整体信息的能力，达到理解课文表层意思的目的。此类问题可提问一般的学生，增加他们学习英语的信心。)

1)Ask the students to read the first passage carefully and answer 3 questions below.

(1)When is the Mid-Autumn Festival celebrated?

(2)What do people eat on this day?

(3)Why is this festival important?

(细读环节则是对重要的段落进行细读，加大信息量，帮助学生加深对课文的理解。教师选取了文章的第一段，引导学生观察和提取与中秋密切相关的具体事实和信息。)

2)在老师示范完第一段提问后，把学生分成两大组，然后两组间针对此段文章内容互相提问(以小组竞赛形式进行，既活跃课堂气氛，也可以拓展学生思维能力，提高他们的发问和回答的能力，也从而加深他们对课文内容的了解。)

3)Read the texts again and fill in the table.

推荐阅读: 人教版高中英语选修6《Unit2Poems》教案（精选十二篇） 高中英语分层走班教学计划（精华8篇） 高中英语教师年度个人考核工作总结（系列十篇） 高中英语教师年度个人考核工作总结(必备10篇) 2025高一英语教案人教版(汇总二篇)

为了您方便浏览更多的人教版高中英语选修6《Unit2Poems》教案网内容，请访问人教版高中英语选修6《Unit2Poems》教案

热门标签: 数学选修21教案 英语学习计划高中 高中语法教案 英语绘本教案 洪恩英语教案 精选高中生入团申请书

文章来源：https://www.hc179.com/hetongfanben/96760.html