2017-2018学年高中英语(人教版+选修6)教师用书：Unit+1+阶段质量检测+B卷+能力素养提升+Word版含答案

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高考总复习英语(人教版)教师用书选修6Unit1Art

Unit 1Art(对应学生用书P132)[话题单词] 1．artist n．艺术家2．design v. 设计3．paint n. 染料v．油漆，绘画4．drawing n. 图画5．creation n. 作品6．creative adj. 有创造力的7．masterpiece n. 杰作8．figure n. 画像；身材；数字9．imagination n. 想象力10．appreciation n. 欣赏11．exhibit n. 展品12．exhibition n. 展览会13．sculpture n. 雕像14．realistic adj. 现实的15．impressive adj. 令人印象深刻的[话题短语]1．show on e’s talent for...展现对……的天赋2．arouse/excite one’s curiosity激发某人的好奇心3．play the guitar/piano/violin弹吉他/钢琴/小提琴4．play music/classic music/folk music/jazz music演奏音乐/古典音乐/民间音乐/爵士乐5．go to/attend a concert听音乐会6．take a fancy to喜欢上，爱上7．acquire/obtain/gain a good knowledge of精通……8．get to know...逐渐了解……9．be distinguished for因……著名10．be specific to独特的，独有的[话题佳句]1．The painting looks better at a distance.这幅油画从远处看起来好多了。

2．We are always finding new beauties in Shakespeare’s poetry.我们不断地在莎士比亚的诗歌中发现美妙之处。

3．The exhibition gives local artists an opportunity to display their work.这次展览为当地艺术家提供了展示自己作品的机会。

2017-2018学年高中英语(人教版+选修6)教师用书：Unit+

Section_ⅣGrammar_&_Writingit的用法(Ⅰ)一、it用作代词1．it作非人称代词，常用于指代时间、距离、自然现象、量度、价值等。

It's time to get up.(指时间)到起床的时间了。

It's going to snow.(指天气)(天)要下雪了。

It is a long way from my school to the hospital.(指距离)从我的学校到医院(距离)很远。

2．it用作人称代词，代替前文提到的事物、性别不明或被认为不重要的人或动物、未指明但谈话双方都明白的事情或情况。

—Who is knocking at the door?——谁在敲门？—It's me.——是我。

(性别不明)We bought a new house but it will need a lot of work before we can move in.(代替前文提到的事物)我们买了一所新房子，但搬进去之前还需要做很多工作。

[考题印证]1①(北京高考改编)The employment rate has continued to rise in big cities thanks to the efforts of the local governments to increase it.②(北京高考改编)Being a parent is not always easy, and being the parent of a child with special needs often carries with it extra stress.3．用来代替指示代词this, that。

—Is this your new computer?——这是你的新电脑吗？—No, it isn't.——不是。

—What's that?——那是什么？—It's Tom's passport.——是汤姆的护照。

2017-2018学年高中英语(人教版+选修6)教师用书：Unit+

Section_ⅣGrammar_&_Writing虚拟语气(Ⅱ)一、虚拟语气用于非真实条件句第一单元详细讲述了虚拟语气用于与现在事实相反和与将来事实可能相反的非真实条件句，本单元将学习与过去事实相反的非真实条件句，主句和从句的形式如下：如果他赢得比赛的话，他就不会那么悲伤了。

If you had taken my advice, you would not have failed in the exams.如果你当时听取我的忠告，你考试不会不及格的。

[考题印证]1①(天津高考改编) Had (have) he caught the morning train, he would not have been late for the meeting.②(湖南高考改编)If Mr. Dewey had_been (be) present, he would have offered any possible assistance to the people there.③(江苏高考改编)I should not have laughed if I had_thought (think) you were serious.二、错综时间虚拟语气当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要根据它所表示的时间做出相应的调整。

If she had studied hard, she would be a college student now.如果她努力学习了，她现在就是一名大学生了。

(从句说明过去，主句说明现在)If I were you, I would have taken his advice.如果我是你，我就会接受他的建议了。

(从句说明现在，主句说明过去)[点津] 错综时间虚拟语气还有一种情况就是事实和虚拟假设的混合，这样的句子不仅仅是时间的不同，更重要的是事实和假设的混合。

2017-2018学年高中英语选修6教师用书：Unit 1 Sectio

Section_ⅠWarming Up & Reading —PrereadingLeonardo da Vinci is famous all over the world.The smile of Mona Lisa attracts many people.Do you know how he created the painting？Please read the following passage to get the answer.Leonardo da Vinci was one of the great creative minds of the Italian Renaissance. He was not only hugely influential as an artist and sculptor but also talented as an engineer, scientist and inventor. He was widely considered to be one of the greatest painters of all time. He was born on 15 April, 1452 near the town of Vinci in Florence. In about 1483, he moved to Milan to work as an engineer, sculptor, painter and architect. Da Vinci remained in Milan until the city was invaded by the French in 1499. He might have visited Venice before returning to Florence. During his time in Florence, he painted several portraits (肖像画), but the only one that survived is The Mona Lisa.The Mona Lisa was one of da Vinci's favourite paintings, and he carried it with him until he died. Today, it is regarded as the most famous painting in the world, and is visited by many thousands of people every year.The painting, a halflength portrait, depicts a woman with an expression often described as mysterious. Who is this familiar figure? Many suggestions have been made, but the most likely one is Lisa Gherardini, the wife of a Florentinesilk merchant. Another more unlikely —but popular —theory is that the painting was a selfportrait. There are c ertainly similarities between the facial features of the Mona Lisa and of the artist's selfportrait painted many years later. Could this be why da Vinci gave the subject such a mysterious smile?Da Vinci used a technique known as Sfumato (渲染层次) — the blurring (使模糊不清) of sharp edges by mixing colours — to leave the corners of the eyes and the mouth in shadow. It is this technique that makes the Mona Lisa's expression that can be understood in more than one way. Today, the Mona Lisa looks rather sad, in dull shades of brown and yellow. This is due to a layer of varnish (清漆) covering the paint, which has yellowed over the years. It is possible that the painting was once brighter and more colourful than it is now.Ⅰ.Loo k at the and the painters?答案：1～4 CADBⅡ.Appreciate the painting and translate the following sentenceinto Chinese.As is known to us, good painting is like good cooking; it canbe tasted, but not explained.众所周知，好画犹如佳肴，只可意会，不可言传。

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.。

2017-2018学年高中英语(选修6)教师用书：期中质量检测含答案

期中质量检测(时间：120分钟满分：150分)第Ⅰ卷第一部分：听力(共两节，满分30分）第一节（共5小题;每小题1.5分，满分7。

5分)听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题.每段对话仅读一遍。

(Text 1）M: It's hot today。

Do you have anything to drink?W: Sorry，but there is only hot tea left.（Text 2)M：Stop talking. Miss Smith is coming.W：But the class hasn’t begun yet. There are still five minutes left.（Text 3）W：Is this Saturday your birthday？M: No. My birthday is on the day after tomorrow. This Friday.W: Sorry，I forgot it。

（Text 4)M：It’s just a common cough. Take these pills three times a day before meals.W：Thanks. My sister has a headache。

Could you go to see her in our home？M：Why doesn't she come to my office？W：She is afraid of seeing doctors.（Text 5）W: It’s a good meal。

Please give me the check.M: It’s 26 dollars in total。

W: Here is thirty dollars.M：Here is your change。

20172018学年高中英语专题Unit1Art3Grammar&Writing试题(含解析)新人教版选修6

Unit 1 Art1.3 Grammar & WritingGrammar: 虚拟语气（Ⅰ）（Subjunctive Mood (Ⅰ)）一、语气的分类语气是动词的一种形式，表示说话人对某一行为或事情的看法或态度。

英语中的语气分为陈述语气、祈使语气和虚拟语气三类。

1．陈述语气表示动作或状态是现实的、确定的或符合事实的，用于陈述句、疑问句和某些感叹句。

☛There are two sides to every question.每个问题都有两面性。

2．祈使语气表示说话人对对方的请求或命令。

☛Please lend me your dictionary.请把你的字典借给我用一下。

3．虚拟语气用来表示所说的不是事实，或者是不可能发生的情况，而是一种假设、愿望或建议等。

虚拟语气通过谓语动词的特殊形式来表示。

☛If I were a bird，I could fly in the air.如果我是一只小鸟，我就能在空中飞行。

二、虚拟语气在条件句中的应用包含条件从句的句子称为条件句。

条件句分为两类：一类是真实条件句，一类是虚拟条件句。

如果假设的情况很可能发生，就用真实条件句。

☛If he has time, he wil come. 如果他有时间，他会来的。

☛He won’t succeed unless we plan well. 他不会成功的，除非我们计划好。

如果假设的情况发生的可能性不大，则用虚拟条件句。

虚拟条件句分为三种，见下表：假设情况条件从句的谓语形式主句的谓语形式与现在事实相反过去式（be的过去式常用were）would/should/might/could + 动词原形与将来事实相反(1) 过去式(2)should + 动词原形would/should/might/could + 动词原形(3)were to + 动词原形与过去事实相反过去完成时（had + 过去分词）would/should/might/could + 过去分词☛If he had time now，he would(could，might)go with you.要是他现在有时间，他会和你一起去的。

【2018秋季课程人教版高二英语】选修六unit1 Art 教案

林肯被认为是世界上最鼓舞人心的人物之一。
I can’t figure out why he quit his job.
我琢磨不透他为什么要辞掉工作。
12）appeal n.呼吁；恳求(request)；吸引力(attraction)；上诉；v.呼吁；恳求(request)；上诉；有吸引力(attract)
因此，我决定用它来换取目前真正需要的东西。
As a consequence，the number of polar bears is becoming smaller and smaller.
结果北极熊的数量变得越来越少。
夯实基础
同义句改写
Many people lost their money as a/in consequence of the crash of the stock market.(用result改写句子)
9）
have belief in对……有信心；信赖
lose belief in失去信心或信赖
beyond belief难以置信的；不可思议的
in the belief that...相信……
believe in信任；相信
One billion people throughout the world are Muslims，united by belief in one God.
我想知道学校是否能放置更多的垃圾箱并制定具体的规则反对这样的行为。
She gave us very specific instructions.她给了我们非常明确的指示。
11）
keep one’s figure保持体形
figure out弄懂；计算出
Lincoln is regarded as one of the most inspiring figures in the world.

人教课标版高中英语选修6 Unit1_Reading名师教学设计

（二）情景交际法
在阅读前的热身活动中，从学生身边熟悉的画作入手，让学生进行分析和讨论画作的类别、特征等。利用学生熟悉的场景激活其先期知识，更能建立有效图示，更便于和后面获取的新知识建立联结。
教学流程
（详见附后的教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致；
T: Yes, let’s appreciate some paintings and you can guess whom the painter is?
S: Enjoy the paintings and guess the painters.
1.通过讨论个人喜好引出有关艺术的话题，并就艺术的分类引申到绘画艺术。
T: Would you rather have Chines or western-style paintings in your home? Give your reasons.
S: Answer the questions according to the hints on the screen.
S:Art is influenced by the way of life and the beliefs of the people, and China unlike Europe, has followed a similar way of life for a long time
T: Besides way of life and beliefs of people, religions、politics and economy also made the difference.
T: Read the text quickly through the headings and tell me how the information is organized?

2018-2019学年高中英语(人教版)选修六Unit 1 Art-reading教案 (3)

Step3. Skimming
Group work
Ask Ss to discuss the title of the text and the headings within it with their partners in groups of four and answer the following two questions.
realistic abstract sculpture
gallery belief consequence
symbol renaissance focus
religion possession perspective
convince impressionism shadow ridiculous controversial attempt
Байду номын сангаасGiotto乔托(1267-1337)
Raphael拉斐尔(1483-1520)
Van Gogh凡高(1853-1890)
ClaudeMonet克劳德·莫奈(1840-1926)
Pablo Picasso毕加索(1881-1973)
2. Group work
Ask Ss to discuss in groups how to use the following words.
2. Ability goals能力目标
Enable the students to talk about the short history of Western painting.
3. Learning ability goals学能目标
Help the students learn how to talk about the short history of Western painting.

2018版高考一轮总复习英语()教师用书：第1部分选修6Module1

错误!选修6话题素材——艺术好词1。

appreciation n。

欣赏2。

inspiration n。

灵感；启发3。

vivid adj。

栩栩如生的；鲜艳的4.works n。

著作；作品5。

typical adj。

典型的；有代表性的6。

on exhibition 在展示中7。

sense of beauty 美感8.work of art 艺术作品9.under the influence of 受……的影响10。

break away （from) 脱离;放弃11。

enrich one's life 丰富某人的生活12。

for sale 待售13.show one’s talent for..。

展现对……的天赋14。

shape one’s character 塑造某人的品格15。

art_gallery 画廊；美术馆佳句1。

Both his paintings and his passion for arthave_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。

2。

The exhibition gives local artistsan_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.3.As_for 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。

2017-2018学年高中英语(人教版+选修6)教师用书：Unit+

A卷学业水平达标(时间：120分钟满分：150分)第Ⅰ卷第一部分：听力(共两节，满分30分)第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

(Text 1)M: This cake is so delicious. Where did you buy it?W: I made it by myself. I got the recipe from my mother.1．Who made the cake?A．The man.B．The woman.C．The woman's mother.(Text 2)M: When will Flight A391 leave?W: It leaves at 8：30, but you should check in half an hour ahead of time.2．When should the man check in?A．At 8：30. B．At 8：00. C．At 7：30.(Text 3)W: What did Mr. Green do with his damaged car?M: He had it repaired. Look? It looks like a new one now.3．What happened to Mr. Green's damaged car?A．It was sold.B．It was stolen.C．It was mended.(Text 4)M: Here is the hotel, Amber. Do you need any help?W: No, that's quite all right. Thanks a lot for the offer.M: Don't mention it. Tomorrow is Sunday. We can eat breakfast together first,and then go to my apartment.W: OK. See you tomorrow.4．What day is it today?A．Saturday. B．Sunday. C．Monday.(Text 5)M: What a sunny day! Would you like to go to the lakeside with me?W: I wish I could join you, but I have so much work to do this morning.M: How about this afternoon?W: But then I'll be going out with Lily.5．What is the man doing?A．Giving advice.B．Asking for help.C．Making an invitation.第二节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。

2017-2018学年高中英语(人教版选修10)教师用书：Unit 1

B卷能力素养提升【说明】本试卷满分120分，考试时间100分钟Ⅰ.阅读理解(共15小题；每小题2分，满分30分)ASince Henry Ford turned it into a massmarket product acentury ago, the car has delivered many benefits. It haspromoted economic growth, increased social mobility and givenpeople a lot of fun. But the car has also brought many problems. It pollutes the air, creates traffic jams and kills people. An astonishing 1.24 million people die, and as many as 50 million are hurt, in road accidents each year.Drivers and passengers waste around 90 billion hours in traffic jams each year. In some carchoked cities as much as a third of the petrol used is burned by people looking for a space to park.Fortunately, a new technology promises to make motoring safer, less polluting and less tendency to holdups. “Connected cars” — which may eventually develop into driverless cars but for the foreseeable future will still have a human at the wheel — can communicate wirelessly with each other and with traffic management systems, avoid walkers and other vehicles and find open parking spots.Some parts of the transformation are already in place. Many new cars are already being fitted with equipment that lets them keep their distance and stay in a motorway automatically at a range of speeds. Soon, all new cars in Europe will have to be able to warn the emergency services if their onboard sensors (传感器) discover a crash. Singapore has led the way with using variable tolls (道路通行费) to smooth traffic flows during rush hours; Britain is pioneering “smart motorways”， whose speed limits vary constantly to achieve a_similar_effect. These new inventions could create a much more highly effective system in which cars and their drivers are constantly warned of dangers and showed the ways. Traffic always flows at the proper speed and vehicles can travel closer together, yet with less risk of crashing.In the past, more people driving meant more roads, more jams, more death and more pollution. In future, the connected car could offer mankind the pleasures of the road with rather less of the pain.语篇解读：文章主要介绍了未来的汽车。

2017-2018学年高中英语(人教版选修7)教师用书：Unit 1 阶段质量检测 B卷能力素养提升 Word版含答案

B卷能力素养提升(时间：120分钟满分：150分)第Ⅰ卷第一部分：听力(共两节，满分30分)第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

(Text 1)M: How much did you pay for the dress?W: It usually costs 50 dollars. But I got a twenty percent discount.(Text 2)M: Why does Jenny have a long face today?W: Her mother promised to travel to China with her, but she went to Japan on business instead.(Text 3)W: Would you like to go for a picnic tomorrow?M: But isn’t it going to rain tomorrow?W: I can’t believe it. It’s a beautiful day today.(Text 4)M: Why are you late for school again, Ann?W: Sorry, Mr Smith. I had a traffic accident on the way.M: Did you get hurt?W: No. But my bike was damaged.(Text 5)W: Did you go hunting again?M: No. Mike went hunting and he gave me this hare.W: Oh, poor little thing. You guys should stop going hunting.M: I have followed your advice. Just tell Mike about it.1．How much did the woman pay for the dress?A．40 dollars. B．45 dollars. C．50 dollars.2．How does Jenny probably feel now?A．Excited. B．Puzzled. C．Sad.3．What’s the weather like today?A．Rainy. B．Fine. C．Cloudy.4．What does the man probably do?A．A doctor. B．A student. C．A teacher.5．What has the woman advised the man to do?A．To stop hunting.B．To stop eating meat.C．To throw away the hare.第二节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。

2018年人教版高中英语选修六教案：Unit1GrammarandUsefulStructu

Unit 1 ArtGrammar and Useful StructuresTeaching Aims1 .Knowledge AimHelp the students to use the subjunctive mood correctly in different situations.2. Ability AimTo learn the subjunctive mood freely and properly in speaking and writing.3. Emotional Aims[来源:学科网]1)Encou rage the students learn more about the grammar.1)Help the students to form the good habit in learning.2)Encourage the students to do more exercise consolidate the knowledge.Teaching Important PointEnable the students to use the correct form o f of t he subjunctive moodTeaching Difficult PointTo know the differences between the attributive and the predicative.Teaching Methods:Summarizing, comparative method; practicing activitiesTeaching AidsMulti-media classroom and other normal teaching toolsTeaching ProcedureStepⅠ GreetingGreet the whole class.StepⅡ DictationStepⅢ Homework checkingStepⅣ Grammar虚拟语气(Subjunctive Mood)这一语法项目是各类英语考试中心测试的重点之一。

高二英语(人教版)《选修六-Unit-1-Art(6)》【教案匹配版】最新国家级中小学精品课程课件

Western art
Renaissance
Modern Art
13
Technique 2. Clear structure
14
Technique 2. Clear structure
How can we organize all the contents properly? Opening Main body Ending
1
选修六 Unit 1 Art (6) 人教版高二年级英语
主讲人：学校
2
Lesson 6 Writing
3
Reading makes a full man; conference a ready man; writing an exact man.
--- Francis Bacon
4
Curriculum requirements for writing
Main body of the letter: Suggestions + Reasons
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Technique 2. Clear structure
exhibited in our art gallery, it would be a great inspiration and motivation for the young generations to learn, spread and inherit this craftsmanship. If the skill were lost, there might be no record of it. It would be a great pity and loss. Above all, if you were to allow them to display their expertise here, I believe we could make our district famous and encourage more tourists to come for a visit. It will surely bring more benefits to us.

2017-2018学年高中英语(选修6)教师用书：Unit1阶段质量检测A卷学业水平达标含答案

A卷学业水平达标(时间:120分钟满分:150分）第Ⅰ卷第一部分：听力(共两节，满分30分）第一节(共5小题；每小题1。

5分,满分7。

5分）听下面5段对话.每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。

听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

（Text 1)W：What is the result of the competition，Jim?M：Well，I only got the third place. I was beaten by the other two.W：Did you feel bad about it？M: Not really. It’s better than nothing.1．What do we learn from the conversation?A．The woman felt bad about the competition.B．The man didn't get the first place.C．The man got nothing.(Text 2)W：Good morning. May I help you?M：Yes. We bought this washing machine last week，but it doesn't work now。

W：What's wrong with it?M: I put my clothes into it and then poured in water. It simply didn’t wash。

I want to exchange it for a new one。

2．What does the man want to do？A．Have the machine repaired。

B．Get his money back.C．Exchange the machine。

2017-2018学年高中英语(人教版+选修6)教师用书：Unit+1+阶段质量检测+B卷+能力素养提升+Word版含答案

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高二英语(人教版)《选修六-Unit-1-Art(6)》【教案匹配版】最新国家级中小学精品课程课件

2017-2018学年高中英语(选修6)教师用书：Unit1阶段质量检测A卷学业水平达标含答案

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