人教版高二英语选修6_Unit_5_The_power_of_nature_全单元教案新部编本

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Unit 5 The power of nature
1.教材分析
本单元以The power of nature 为话题，旨在通过单元教学使学生了解火山爆发、地震、台风、洪水等自然现象，认识到自然的伟大力量，并会用所学词汇描述在经历自然灾害时的感受，思考人类应对自然灾害的态度和方法，提高自我保护意识。

1.1 Warming Up通过对火山爆发示意图的讨论激活学生了解与本单元话题相关的背景知识，而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考，激发学生的求知欲，为随后进行的听、说、读、写打下基础。

1.2 Pre-reading通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。

1.3 Reading部分一位火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。

1.4 Comprehending设计了两种题型：第一题要求学生在阅读后回答相关问题；第二题检测学生对文章细节的理解。

1.5 Learning about Language 分为词汇和语法两部分。

词汇部分着重从词的意义用法和表达方面对学生学习词汇给予指导；语法部分学习ing 形式在句子中作状语表示时间、原因及结果。

1.6 Using Language以语言实践为目的，包括四个部分的内容。

Listening and speaking 三位火山学家讲述了他们各自最惊险的一次经历。

学生在练习听力的同时学会描述害怕和紧张的词汇。

Speaking 是Listening的延续。

要求学生讲述自己类似的经历，同时在运用中巩固单词。

Reading 介绍了旅游胜地 The Lake of Heaven, 培养学生快速获取信息的能力。

Writing 与Reading 属于同一话题，要求根据所给信息写一篇介绍Hot springs的作文。

教学目标
（一）知识技能 1.通过本课的学习使学生能够在理解的基础上复述课文。

2.在阅读中体会并初步掌握生词、词组和句型的用法。

（二）情感态度 1.了解成为一个火山学家的相关知识以及勇于挑战应具备的品质。

2.鼓励学生打破“我不行”的心理暗示，让意念统领身体走出一条完美的道路
（三）学习策略 1.通过新词汇学习掌握速读、跳读和精读的要领。

3.通过阅读让学生了解到阅读过程中有阅读障碍，不可求全责备，调整心态和注意力，通过读懂细节，推断隐含内容，掌握其大意，获取所需信息。

五、教学重点和难点
重点：1. 了解记叙文的文体特点并以此指导阅读。

2.对文章深层次的理解及细节的欣赏，认识及分析主人公的人物特征及人物性格。

难点：1.阅读技能的训练。

2.学习有关火山等自然灾害的词汇并加以在句子中的灵活活用
3. 课型设计与课时分配
1st Period Warming up and Reading (1)
2nd Period Rading(2)—language points and comprehending
3rd Period Learning about language
4th Period Grammar
5th Period Using language—extensive reading
6th Period Listening and speaking
7th Period Writing
Ⅳ. 分课时教案
The First Period Warming up and Reading (1)
2. Ability goals 能力目标
Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist.
3. Learning ability goals 学能目标
Help the students learn how to analyze the way the writer describes his exciting job. Teaching procedures && ways 教学过程与方式
Step ⅠWarming Up
Lead the students to the topic by telling them a story. Then get the students to describe a volcano eruption according to the diagram. After they are familiar with the topic, let them list some other powerful natural forces and discuss the ways human beings protect themselves from the natural forces.
T: Listen to me carefully. I will tell you a story about a strange city. The strange city named Pompeii is a dead city. No one has lived there for nearly two thousand years, yet every year thousands of people travel from distant countries to visit it. It died suddenly in a terrible
rain of fire and ash. Tons of hot ash fell on Pompeii, hiding it from sight. For three days the sun didn’t break through the clouds of ash in the sky. Then the whole city shook and buildings fell down. When everything was calm, Pompeii was buried deep. A city disappeared and people there lost their lives too. Can you guess what had happened to the city?
S1: There must have been a terrible earthquake. After the terrible quake, everything was destroyed. T: Yes. It’s one kind of the causes. Any different ideas?
S2: Maybe a volcano erupted and a terrible rain of fire and ash fell on the city.
T: You got it! Mount Vesuvius, which had slept quietly for centuries, erupted suddenly. It destroyed the city Pompeii. How terrible! Have you ever seen a volcano erupting? Please turn to page 33. Look at the diagram. Describe a volcano erupting using the diagram and the given words. S3: When boiling rock erupts from the volcano, the red hot lava rushes hundreds of metres into the air and a cloud of ash goes straight up into the air. Ash cloud forms. Rocks, fire, ash fall onto the ground. The lava flows slowly down the mountain. It buries everything in its path under the molten rock.
S4: Sometimes, volcano erupting can cause some other disasters like earthquakes, fire and ground sea.
T: How powerful the nature is! The lava can buries everything in its path. A volcano erupting can damage a city. A flood can carry everything in its path, while a fire will damage everything it meets. It seems that we human beings are powerless in front of these natural forces. What can we do to protect ourselves from powerful natural forces? Please work in groups of four to list some other natural forces and discuss the ways that human beings protect ourselves.
A few minutes later.
T: Who would like to share your opinion with the class?
S5: I’d like to talk about volcano. Sometimes, the volcano gives warnings in the form of many small earthquakes. And scientists can provide warnings of possible volcano explosions with the help of equipment. So the government can help people who live near the volcano leave their homes before erupting.
S6: We are more familiar with fire. In fact, it can be avoided most of the time, if we are careful in our daily life. I know a way of controlling the fire. Firefighters burn the trees which are in the path of the fire, so there is nothing to burn when the fire arrives.
S7: Flood always happens in the south of our country. Predication is very important. Scientist keep observing the level of the water during the summer. People strengthen the bank and move to higher land.
S8: We have learned more about earthquakes. People have learned many ways to protect themselves. For example, earthquake happens, if you are in bed, stay where you are and protect your head with a pillow. If you are outdoors, find a clear spot away from buildings, trees and streetlights. S9: I think the best way is to move to a safer place where fire, earthquake, flood and hurricane will never happen.
Step Ⅱ Pre-reading
Get the students to answer the six questions on page 33 to find out whether they will enjoy working as a volcanologist. And then get them to talk about the occupation according to the questions. T: I see. Prediction is very important. We can say scientists play an important part in protecting people from natural forces. Would you like to study volcanoes? And do you want to be a volcanologist?
Ss: Yes.
T: Let’s test whether you are suitable for this job or not. Answer “yes” or “no” to these questions on page 33.
The students answer the questions to see if they are suitable to be a volcanologist.
T: Are you suitable for the job? Who can tell us what kind of person can be a volcanologist? S1: First he must be brave enough because he must climb into a live volcano to take the temperature of the boiling rock inside.
S2: I think interest is the most important. He should show great interest in studying rocks and volcanoes.
S3: He should be interested in travelling to unusual places and like adventure in his life. S4: If you want to be a volcanologist, you should enjoy working outside because a lot of work need to be done outdoors.
Step Ⅲ While-reading
Scanning
Get the students to read the passage quickly and accurately. Give them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask them some detailed questions about the text.
T: What does a volcanologist do? Is the work interesting? Let’s read a passage written by a volcanologist. The volcanologist enjoys his job very much. He described his exciting job. And he wrote down his first sight of an eruption. Now let’s read the text quickly and find out the answers to these questions Comprehending Exercise 1 on page 35 .
Several minutes later.
Check the answer..
Skimming
In this part, the students will read the text quickly to get the general idea of the passage. Check the answers with the whole class, then explain some sentences or words that the students may find hard to understand.
T: Now please read the text again and try to get the main idea of the passage in groups of four. Three or four minutes later.
T: Have you got the general idea of the text?
It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. At that time I determined to be a volcanologist forever. Discussion
T: In the writer’s opinion, his job is the greatest one. Do you like this occupation? Why or why not? Discuss in groups of four.
S2: I would not like to be a volcanologist. I prefer to work in an office to do some research work. It’s a waste of time and energy to spend so much time traveling.
S3: I hope to be a vocanologist. You’ll be proud of yourself when people escape before volcano erupting because of your work. Also, I am interested in the rocks and other things that make up the surface of the earth. I want to know the secret of the earth.
S4: It is not my ideal occupation. I like traveling to unusual places, studying different cultures, talking with interesting people and collecting interesting things. But I’m not brave enough to climb into a live volcano to take the temperature of the boiling rock inside.
S5: I don’t like this job. It’s too dangerous. If the volcano erupts suddenly when you are collecting the lava, maybe you will lose your life.
T: Well, if you meet the writer, what kind of questions would you ask him?
S6: Aren’t you afraid when you walk towards the volcano? It’s so hot and the volcano may erupt again.
S7: What should you do if you get lost on your way to the volcano?
S8: When did you begin to be interested in volcanoes?
S9: How will you escape if the volcano erupts suddenly?
S10: Are there any living things in volcanoes?
S11: Why do people live near the volcanoes since they may lose their homes or even lives? Writing characteristics
T: Good! If you are interested in this occupation, you can get more information on the Internet. Now who can summarize the writing style and techniques of this text?
The teacher can ask the students to have a discussion in pairs or groups, and then ask some of them to show their ideas.
Sample answers:
This passage was written by a volcanologist. He uses the first person to describe his exciting job and his experience and express his true love for his job. The words are vivid and the description is natural, which makes the readers feel as if they were watching the volcano eruption and begin to like the oc cupation. For example, he uses “like a railway train passing outside my window”, “suddenly my bedroom became as bright as day” and “red hot lava was fountaining hundreds of metres into the sky” to describe the big noise and fantastic sight of volcano erupt ion. To tell readers that his job is interesting, the writer uses several “sometimes”, which makes the readers feel the job is extremely interesting and want to be a vocanologist. The writer talks about the volcano objectively. He points out the damages of volcano but he praises its fantastic sight at the same time.
T: What can we learn from the text?
S: The key word of the text is “exciting”, which is the focus of the passage. By telling the readers his everyday work, the importance of his job, his first sight of volcano eruption and his sincere love for his job, the author proves it’s his chief enjoyment to be a volcanologist. And I appreciate the writer’s attitude towards nature. We should love nature and we can do something to minimize the damage caused by natural forces.
Step Ⅴ Homework
T: Now it’s time for homework. Today you have two tasks to finish after class. The first task is to finish exercises in Discovering useful words and expressions on page 35. These exercises will help you practice the words and expressions we’ve just learned. The second one is to retell the text. That’s all for today. See you tomorrow.
The 2nd Period Rading(2)—language points and comprehending
Teaching Aims
1.To learn some new words and phrases.
2.To learn some complicated sentence patterns.
Step1 Revision
1. Check the answers to Ex. 1 on page 35.
2. Check the answers to Ex. 2 on page 36.
1．The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quick and so severe that the town was soon covered in _____ and ______. Many houses in the town were __________________. It was an ________ disaster for many people who could not get away in time.
A writer named Pliny, who was there during the ________, described how lava was thrown into the air like a ________. ______________ many of the townspeople, _________at the _________ sight of Vesuvius eruption, stayed too long and failed to escape in time.
Keys: 1. bored; 2. volcano 3. made my way 4. compare with
5. erupt
6.impressive
2．The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quick and so severe that the town was soon covered in _____ and ______. Many houses in the town were __________________. It was an ________ disaster for many people who could not get away in time.
A writer named Pliny, who was there during the ________, described how lava was thrown into the air like a ________. ______________ many of the townspeople, _________at the _________ sight of Vesuvius eruption, stayed too long and failed to escape in time.
Keys:ash;lava; burnt to the ground;absolute;eruption
Fountain; Unfortunately; amazed; fantastic
Step 2 Language Points
1．volcano n.
pl. volcanoes
an active volcano 活火山
an extinct volcano 死火山
a dormant volcano休眠火山
知识拓展
火山学 volcanology -logy: “……学/论。

”
oceanology climatology
火山学家 volcanologist -ist “……学家”
pianist physicist
2. Have you ever considered how weak humans are compared with a volcano, hurricane or earthquake? consider大致有两种含义。

含义不同，用法有别。

知识拓展
①consider作“考虑”解，常用于以下句型：
consider+名词/代词/动名词
consider+从句或“疑问词+不定式”。

You’d better__________________________.
你最好考虑我的建议。

I’m _________________abroad some day.
我一直考虑有一天出国。

Have you considered_________________?
你们考虑他的建议了吗？
We must consider________________.
我们必须考虑下一步要做什么。

Keys:
consider my suggestion considering going what he suggested; what to do next
②consider作“认为”解时，常用于以下句型：
consider sb. /sth+ (as) +形容词/名词其中，as可以省略。

consider +sb./sth.+不定式其中，不定式通常是to be (可以省略) 或其他动词的完成式。

consider +it+形容词/名词+不定式短语
consider+宾语从句
At first they considered me___________________.
起初他们认为我是医生。

We consider this matter________________________________.我们认为这件事很重要。

We all consider him _______________the bike.我们都认为他偷了自行车。

We________________________________________.
我们认为学好英语很难。

I consider____________________________________________. 我认为帮助你学习英语是我的职责。

We________________________________________________. 我们这首音乐很值得一听。

Keys:
(as) a doctor (to be) very important to have stolen
consider it hard to learn English well it my duty to help you with your studies consider that the music is well worth listening to
3. Sometimes working indoors…, I’m never bored.
bore vt 使(人)厌烦
---I am sorry I spoke for so long
---I hope I didn’t bore you.
bored adj. (人) 厌烦的
boring adj. （物）令人厌烦的
Are you getting bored of doing the same thing everyday?
The movie was so boring that I fell asleep
The life is more and more boring, so many people become more and more bored.
生活越来越无聊,所以很多人也变得越来越无聊
4. Many houses have been covered with lava or burnt to the ground.
burn to the ground (楼房等)完全烧毁
他无处栖身因为他的房子被烧掉了.
He has no place to live in because his house has been burnt to the ground.
知识拓展
burn up 烧完; 烧尽; 烧光;烧旺起来
burn down烧成平地(烧毁,烧光)
burn off烧掉
burn out烧掉
Don't leave the gas on you might burn the house down.
别忘了关煤气炉--不然会把房子烧掉的.
The house burnt down in half an hour.
那所房子在半小时之内就被焚为平地.
All the wood has been burnt up.
木柴全部烧光了。

burn off 烧掉
Burn the old paint off before re-painting the door.
先把门上的旧漆烧掉再上新漆.
burn out 烧掉
The hotel was completely burnt out.
该旅馆毁於大火.
If he doesn't stop working so hard, he'll burn himself out.
他继续这样拚命地工作，就会累垮的。

5. We slowly made our way to the edge of the crater.
make one’s way （向某地）走（去）
make one's way in life 事业有所成就
make way (for) 让路，让位
He made his way through the crowd to greet us.
他穿过人群向我们打招呼。

All the traffic has to make way for a fire engine. 所有的车辆都得给救火车让道。

If you want to make your way in the world, you must learn to work hard
while you are still young. 你若想要有
出息，趁年轻的时候要学会发奋。

知识拓展
feel one’ way摸索前进
push one’s way挤过
find one’s way找到路，设法到达
go one’s way走自己的路，我行我素
fight one’s way奋勇前进
wind one’s /its way蜿蜒前进
lose one’s way迷路
6. Today, I am just as enthusiastic about my job as the day I first started.
be enthusiastic (about) 感兴趣的，热心的
He is enthusiastic about helping others .他热心助人。

I'm really very enthusiastic about it.我对此真的非常热心。

Despite all our efforts we still lost the game.
7. She made an effort to be nice to her boss.
effort n. 努力; 力气; 努力的成果
make an effort to do sth 努力做某事：
It took a lot effort to lift the boxes. 抬起那些箱子要花很大的力气。

Despite all our efforts we still lost the game. 尽管我们尽了全力，我们还是输掉了比赛。

Put more effort into your work. 你要更加努力地工作。

Your success lies upon your effort. 你成功与否取决于你的努力。

He made an effort to arrive on time 他尽量准时到达。

8. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast it will flow.
本句为–ing形式的完成式作状语。

如果分词表示的动作在谓语动词表示的动作之前发生，该分词用完成式。

例如：
Not having met the man before, I couldn't recognize him at first.
Having finished my homework, I went to play football.
______ the programme, they have to stay there for another two weeks. (C)
A.Not completing
B. Not completed
C. Not having completed
D. Having not completed Step 3 Homework
1. Master and go over the use of the words and phrases above.
2. Pre-view the usage of –ing form.
The 3rd Period Learning about language
2. Ability goals 能力目标
Enable the students to learn and use new vocabulary.
Enable the students to use -ing form as adverbial in a sentence.
3. Learning ability goals 学能目标
Enable the students to learn the way of grouping words together to learn new vocabulary. Help the students learn how to use the -ing form as adverbial.
Step Ⅰ Revision
T: Good morning, boys and girls! Who would like to retell the text?
A sample retelling:
I have the greatest job in the world. I work inside as well as outside. What’s more, I can meet different interesting people and travel to unusual places. Though it’s dangerous I still enjoy it. My main job is to collect information about Mount Kilauea, which helps scientists predict where lava from the volcano will flow and how fast it will flow. By doing this, we can save many lives. I still remember my first sight of an eruption. I heard a strange noise and my bed was shaking, like a railway train passing outside my window. My bedroom became as bright as day. I rushed into the back garden, and saw red hot lava fountaining hundreds of metres into the air. The next day I was lucky enough to have a closer look at it. Two scientists and I were sent to collect some lava for later study. We were dropped as close as possible to the crater that had been formed during the eruption. To protect ourselves, we all had special clothes, which made
us look like spacemen. It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. It has been more than twenty years since I began to study volcanoes. I am just as enthusiastic about my job as the day I first started it.
T: Well done! Have you finished the exercises in Discovering useful words and expressions? Ss: Yes.
T: OK. I’ll ask some of you to give your answers.
Check the answers with the class.
Step Ⅱ Words and Expressions
T: Please read the sentences on the screen. And pay attention to the words in bold. Is it a verb, a noun or an adjective? You can get the answer by reading these sentences. Or you can turn to your dictionaries.
1. The long novels bore me.
2. I am bored to death.
3. The long novels are boring.
4. The girl impressed her friends with her sense of humour.
5. His collection of painting is impressive.
6. The invention excites the doctors.
7. It’s an exciting discovery.
8. The excited children forgot to take the presents to the party.
9. The news caused great excitement.
T: Any questions?
S1: I can’t tell “exciting” from “excited”.
T: “Exciting” means causing great interest and enthusiasm. “Excited ” means feeling or showing excitement. For example, “an excited girl” means the girl is very happy, while “an exciting story” means the story is very interesting or the story makes someone happy.
T: Any other question? OK. Please turn to page 71, Exercise 1.
After a moment, ask some students to give their answers.
Please turn to page 40 and read the LEARNING TIP to learn two ways of remembering new vocabulary. Step Ⅲ Useful Structures
In this part the students will learn the -ing form used as adverbial in a sentence to give information about time, reason and result. Then they will learn how to combine pairs of sentences using the present or the perfect -ing form. Finally, get them to make a dialogue by using the -ing form.
T: Look at the two sentences on the screen. Can you see in what way they are similar and in what way they are different?
Show the two examples on the screen.
Looking carefully at the ground, I made my way to the edge of the crater.
Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.
T: In what way are they similar to each other?
S1: “Looking carefully at the ground” and “Having experienced quite a few earthquakes in Hawaii already” are both used as adver bial to give information about time or reason. Their subjects are “I ” which is also the subject of the main clause.
T: What’s the difference?
S2: In the second sentence, the action “experience quite a few earthquakes” took place before the action “take much notice”. While in the first sentence, the two actions take place at the same time.
T: Do you know what can also be used as adverbial to give information about time, reason and result? S3: Adverbial clauses introduced by when, after, as, because and so on.
T: Quite right! Since they can play the same role, they can usually take the place of each other. Look at the sentences on the screen. Rewrite the sentences using the present or the perfect -ing form. The first one has been done for you.
Show the following sentences on the screen.
1. When they heard about the volcano, they ran down the village.
2. As I was excited, I couldn’t go to sleep.
3. The sun shines brightly in the sky and give us light and heat.
4. If you lose your heart, you won’t find a way to overcome the difficulty.
5. She finished her studies. Then she was anxious to find a job.
Sample answers:
1. Hearing about the volcano, they ran down the village.
2. Being excited, I couldn’t go to sleep.
3. The sun shines brightly in the sky, giving us light and heat.
4. Losing your heart, you won’t find a way to overcome the difficulty.
5. Having finished her studies, she was anxious to find a job.
Step Ⅳ Homework
T: Today we mainly practiced the -ing used as adverbial. After class, please finish Exercises 1 and 2 on page 72. See you tomorrow.
The 4th period Grammar
Teaching aims
Enable the students to master the v-ing form used as an adverbial
Step1 Lead in
Examine the sentences below and tell the similarity and difference between these two sentences. Looking carefully at the ground, I made my way to the edge of the crater.
Having experienced quite a few earthquakes in Hawaii already, I didn’t take my notice.
The –ing form can be used as an adverbial in a sentence to give information about time, reasons or results. We use the construction having+past participle to refer to an action that took place before the time expressed by the main verb.
Grammar–ing 形式作状语
一、与过去分词作状语的区别。

一般来说,-ing形式表示主动、进行;过去分词表示被动、完成。

试比较:
The enemy fled in a panic, leaving behind a lot of dead bodies and weapons. Defeated and frightened, the enemy fled in a panic.
分析:前一例中的-ing形式短语在句子中作伴随状语,它与其逻辑主语the enemy之间为主动关系;后一句中的过去分词defeated和frightened表原因,它与其逻辑主语the enemy之间为被动关系。

二、分词(短语)作状语时，其逻辑主语必须与句子的主语一致。

如果不一致，必须用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。

1. Comparing all the great people with each other, you’ll find that they have much in common.
2. Finding her car stolen, she hurried to a policeman for help.
3. The train having gone, we had to wait another day.
分析:前两例中,-ing形式的逻辑主语均为主句的主语。

最后一例中having gone的逻辑主语是 the train。

三、 -ing形式的否定式。

其基本结构是:not + -ing形式,无论在完成式还是被动式里,not必须置于-ing 形式之前。

如: Not having finished his homework, the boy was still doing it in the classroom.
四、-ing形式(短语)的功能有时相当于一个状语从句。

根据这个性质,我们在使用-ing形式作状语时,切记不要在前面或后面的句子前用连词连接。

如:
Walking on the fallen leaves in autumn, so you’ll feel very comfortable.(×)
分析:如前所述,-ing形式短语相当于一个状语从句,所以后半句中的连词so的使用是错误的,应该去掉。

原句应改为:
Walking on the fallen leaves in autumn, you’ll feel very comfortable.
Exercises
请用括号里所给动词的适当形式填空:
1. _____ (live) in a southern city of China, I have never seen such a wonderful snow view.
2. _____ (not grow) up yet, you’re not allowed to enter the bars.
3. _____ (encourage) by the director, the actors performed wonderfully in the play.
4. _____ (Know) all this, they made me pay for the damage.
5. The students are sitting in the reading-room, _____ (read) all kinds of books. Key:
1. Living
2. Not having grown
3. Encouraged
4. Knowing
5. reading
二、单项选择
1．The great hall was crowded with many p eople, _____ many children _____on their parents’ laps.
A. including; seated
B. including; seating
C. included; sat
D. included; sitting
2. _____ for a long time, most of the crops in this area died from lacking water.
A. Being no rain
B. There was no rain
C. To be no rain
D. There being no rain
3．His letter, _____ to the wrong number, reached me late.
A. having been addressed
B. to have addressed
C. to have been addressed
D. being addressed
4．"You can't catch me" Janet shouted, ______away. (NMET2005全国卷3)
A. run
B. running
C. to run
D. ran
5．More and more people are signing up for Yoga classes nowadays, ______ advantage of the healthy and relaxation benefits. (NMET2005上海卷)
A. taking
B. taken
C. having taken
D. having been taken
6．______ in the queue for half an hour , Tom suddenly realized that he had left his wallet
at home. (NMET2004北京卷)
A. To wait
B. Have waited
C. Having waited
D. To have waited
答案
1.A。

including为介词;由seat的用法可知,此处应用其过去分词形式。

2. D. There being no rain为 there be句型的独立主格形式。

3.A。

address所表示的动作发生在谓语动词所表示的动作之前,且与letter之间逻辑上存在着被动关
系,having been addressed...在句中作非限制性定语。

4 解析：答案为B。

现在分词running away在这里作伴随状语。

题意是一边跑着，一边喊着说。

5．解析：该题考察非谓语动词的用法。

四个选项均为take的不同形式，由句中的逗号及空白前后的逻
辑关系考虑，此空应填现在分词表结果，答案为A。

6．解析：答案为C。

根据for half an hour 可判断出要用现在分词的完成形式having waited 填写，
表示排队发生在汤姆意识到把钱包忘在家里了之前。

Homework
1. Review v-ing form used as an adverbial.
2. Preview Using Language.
The 5th Period Using language—extensive reading
Step ⅠRevision
Get the students to describe his / her dangerous experience.
Step ⅡReading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask them some detailed questions about the text. Check their answers in class, and explain some questions they ask.
T: Have you ever been to Changbaishan and visited Tianchi? I guess most of you haven’t. In this period, we will learn something about Tianchi. By the way, what English name would you give to Tianchi?。