选修六unit 5 revision

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人教版高中英语选修六：Unit+5+教案+

Unit 5 The power of nature1.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。

人教高中英语选修6：Unit5+The+5th+Period+Using+language教案.doc

The 5th Period Using language—extensive readingStep ⅠRevisionGet the students to describe his / her dangerous experience.Step ⅡReadingGet 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?S: I will call it Lake of Heaven.T: Great. That’s how people call it in English. Now let’s read the questions on the top of the passage. Then read the text quickly and find out the answers to the questions.After the students read the text.T: Now who can tell me which province Changbaishan is located in?S1: Jilin Province, Northeast China.T: Good!What’s a nature reserve? Why is Changbaishan a famous nature reserve?S2: I think reserve is a place which is kept in its natural state.S3: A nature reserve is home to a great diversity of plants and animals. There must be many rare animals and unique plants. They are protected in a nature reserve.S4: Changbaishan is the largest nature reserve in China. Much of this beautiful, mountainous area is thick forest. The height of the land varies from 700 metres above sea level to over 2,000 metres. You will find a great diversity of plants and animals among which are cranes, black bears, leopards and Siberian tigers.S5: If you visit Changbaishan, you can study the unique plants and animals, walk in the mountains, see the spectacular waterfalls or to bathe in the hot water pools.S6: In my opinion, it’s a pity if you don’t visit Lake of Heaven — the most popular attraction in the reserve.T: I agree with you. How about Question 4?S7: I think the name of Tianchi comes from some fairy stories. Maybe people believe the lake is a gift of the heaven.S8: Long long ago, there wasn’t a lake on the top of the mountain, but one day the volcano erupted, people were frightened and didn’t know what had happened. One day, they found a lake appeared on the top of the mountain. Where did the lake come from? People couldn’t explain it, so it was named Tianchi.S9: I think the reason is that the lake is on the top of the mountain. It’s 2,194 metres above sea level. And the view is very beautiful, which makes you feel like in fairyland. So the lake is named Tianchi.S9: As we all know, it’s very cold in Northeast China. Changbaishan must be covered with thick snow in winter and there are boiling rocks under the crater of a dead volcano. The snow melted and gradually a lake formed in the crater.T: Excellent answers. You are really full of imagination. The last question. Any volunteer?S10: It’s said that Tianchi is the birthplace of Manchu people. The father of the Manchu people, who had a great gift for language and persuasion, was the son of a girl from heaven. Three girls from heaven were bathing in Tianchi when a bird flew above them and dropped a small fruit. The youngest girl became pregnant after she ate the fruit and gave birth to a boy —the father of Manchu people.T: All right! Read the passage again to see how the writer describes Lake of Heaven?S11: After reading the passage we know the lake is well worth visiting. At the beginning of the passage the writer introduces Changbaishan in which Lake of Heaven lies. By describing the mountain, the writer tells readers that Lake of Heaven lies in a beautiful nature reserve, you can enjoy many beautiful places besides Lake of Heaven. Then the writer introduces Lake of Heaven. At last, to further arouse readers’interest, the writer tells a fairy story about Lake of Heaven, which makes the lake mysterious.精美句子1、善思则能“从无字句处读书”。

人教版高二英语选修六Unit5全单元教学案

教学过程 1.occupation n.工作；职业；消遣；侵占，占领； vt. 占用（时间，空间，面积等） sb be occupied with sth/in doing sth 某人忙于做某事 occupy oneself in doing sth 使忙于做某事 2. involve vt. 1. 包括，需要 involve doing sth 2. (使)参加 involve sb in doing sth 使某人参加某项活动3. 牵涉rm vt.通知；告知 (1)inform sb.of sth. 告诉某人某事；通知某人某事inform sb.that/when/how... 通知某人……keep sb. informed 随时向某人报告情况(2)information n . [U]通知，消息，情报，信息We regret to inform you that your application has been rejected.The newspapers keep us informed of what is going on around us atany time.[基础练习]——单句语法填空(1)Had I informed him of the exact time for the meeting earlier, hewouldn’t have been late yesterday.(2)(2016·江苏高考)From the earliest ages, they desire to help others, toshare information(inform) and to participate in achieving common goals.[能力提升]——单句改错(3)We were very afraid to keep the staff inform of what we were doing.Inform →informed(4)All of these people gave me lots of informations I had never heard of.Informations →information4.case n．情况；病例(1)in case (that)假使；以防万一in case of 假如发生；万一发生in no case 决不(放在句首时，用部分倒装)in this/that case 假使这样/那样的话(2)as is often the case 这是常有的事Enough space should be given to the kids; in that case, they will get more life experiences.[基础练习]——用case的相关短语填空(1)You’d better take an umbrella in case of the rain.(2)Mr. Chen is very strict. Anybody should in no case be allowed to be late for his class.(3)It is said that we’ll have to do extra work on Sunday. In that case,_we can’t go to a movie.[能力提升]——句式升级(4)You’d better take an umbrella in_case_it_rains．[用in case改写练习(1)](5)Mr.Chen is very strict.In_no_case_should_anybody_be_allowed to be late for his class.[用倒装句改写练习(2)](6)It’s said that we’ll have to do extra work on Sunday, in_which_case we can’t go to a movie.[用定语从句改写练习(3)]5. demand n．要求；需求vt.强烈要求(1)be in (great) demand(迫切)需求meet/satisfy one’s demands 满足某人的需求(2)demand to do sth. 要求做某事demand that...(should) do sth. 要求……做某事(3)sth.demand(s) to be done＝sth.demand(s) doing某事需要被做除demand之外，后接宾语从句中用虚拟语气的其他动词还有哪些？advise，suggest，desire，command，recommend，urge，order，require，prefer等。

高中英语人教版选修六Unit5说课稿

高中英语人教版选修六Unit5说课稿Presentation ForS tudent’s Book 6Unit 5 Warming Up And ReadingGood afternoon, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English For China Book 6 Unit 5 The Power Of Nature. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and blackboard design. First, let me talk about the teaching material. Part 1 Teaching Material: This unit is about the power of nature. By studying of this unit, we’ll enable the students to know different natural disasters in daily life. At the same time, let the students learn how to evaluate a person and talk about their future jobs. This lesson plays an important part in the English teaching in this unit. As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing. According to the new standard curriculum and the syllabus, after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:1. Knowledge objects:(a) The students can hear, read, and complete the task given.(b) The students can understand the content of the lesson.(c) The students can use the knowledge they have learned to communicate with classmates freely.2. Ability objects:(a) To develop the stu dents’ abilities of listening, speaking,reading and writing.(b) To train the students’ ability of working in pairs.(c) T o improve the students’ reading ability, especially their skimming and scanning ability.3. Emotion objects:(a) To get the students know damages volcanoes bring about.(b) To get the students to face natural disasters in a proper way.N ow, let’s come to the important points and the difficult points.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all, The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’ learning background ,I wi ll use the following methods .Part 2 Teaching Methods:In my opinion, the main instructional aims of learning English in the High School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English l anguage. So in this lesson I’ll mainly use “Communicative Approach”,“Whole Language T eaching” and “Task-based” language teaching. That is to say, I’ll let the students to get a better understanding of the passage. According to the modern social communication teaching theories, I adopt the TSA method and TBLT method in my teaching, namely T otal Situational Action and Task-based Language Teaching. The former is a “scene-activity” teaching method. It establishes areal scene and the interaction between the teacher and the students. The latter offersthe students an opportunity to complete the tasks in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. At the same time, I’ll make use of the modern electricity teaching equipment and all kinds of teaching means, it can develop the students creativity in learning English.Part 3 Studying Methods:Our students have learned English later than those in other areas. They are lack of common sense and the cultural background of English-speaking countries. As senior students, they have a certain ability to read. As for the learning methods, they are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English.Therefore, I’ll have students study in a relaxed atmosphere. students understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study task. After feeling and understanding the language points, let students get the knowledge actively by probed study and cooperative study. In a word, we’ll1.Teach the students how to be successful language learners.2.Let the students pass "Observation-Imitation-Practice " to study language.3.Teach the students how to understand the passage and how to express their ideas correctly in English.Part 4 Teaching Procedure:Step 1 Warming up.Now, open your book, turn to page 33. Today, l et’s learn Unit5. The title is “The power of nature”．Group competition1). First of all, I have a question for you: Do you know any natural disasters? If you know the answer, please raise your hand and stand up to speak it loudly.Great! I think all of you are familiar with some natural disasters. Now, look at the following pictures and try to speak their names in English.Here are more examples about natural disasters. Let’s read these words together. Purpose of my design:T o introduce some natural disasters in our daily life and master some important words and expressions.2).Speaking of volcano, what kinds of volcanoes do you know?Well, I think you have known a little about the volcano. You know what? Actually, there is a job about it, called volcanologist. Let’s do a reading. Turn to page 34. The title is “An Exciting Job”.Purpose of my design: To discover something about the volcano.Step 2 While-reading1). Skimming:Read the passage quickly and summarize the main idea of whole passage and each parts. ( individual work)The main idea of whole passage:The writer expressed his love for his job as a volcanologist and told us one of his unusual experiences in Mount Kilauea, Hawaii. The main idea of Part 1 (para.1-2): The wr iter’s job and its importance.The main idea of Part2 (para.3-4):The writer’s experiences of watching the volcanic eruption.The main idea of Part3 (para.5): The reasons for the writer’s enthusiasm about is job.Purpose of my design: To summarize the main idea of the whole passage and each parts.2). Scanning:ⅠRead the passage and choose the best answer.Part1 (para. 1-2) (individual work)1.The writer’s job is to ________.A.travel around the worldB.help people to fight against the volcanoC.collect information for a databaseD.take photos for a newspaper2.What’s the importance of being a volcanologist? ________A.Be able to see the beauty of volcanic eruption.B.To protect ordinary people from volcanoes.C.Save people’s lives by warning them to leave their homes.D.Both B and C.ⅡAnswer the following questions.Part2 (para. 3-4) (pair work)1.What caused the writer’s bedroom to become as bright as day even though itwas night?Suggested answers: The light was caused by the red-hot rocks and gas that erupted from the volcano.2.Why was it difficult for the writer to walk towards the edge of the crater? Suggested answers: Because the author was wearing special clothing that made it difficult to walk.3.Why did the scientists have to get close to the volcano after it began erupting?Suggested answers: The scientists needed to get samples ofthe lava so they could study them.ⅢAnalyze the writer’s feelings.Suggested answers: The writer was just as enthusiastic about his job as the day he first started. The writer was still amazed at the beauty and potential of volcanic eruption after many years.Purpose of my design: To comprehend the passage in detailed information and to understand the job of volcanologist.3). Summary: (group work)Fill in the blanks according to the passage and the given words.I 1.______ (appoint) as a volcanologist. I worked 2.______ people from all over the world. I collected and 3.________ (evaluate) the information about Mount Kilauea, which is one of the most active 4.v_______; and I helped other scientists to 5._____ the direction and the speed of the lava. The lava covered the villages or 6.______(burn) them to the ground. Red hot lava was 7.f__________ hundreds of meters into the air. It was an 8._______ (absolute) fantastic sight. I was 9.__________ (amaze) at their beauty as well as their 10._________ to cause great damage.Suggested answers: 1.was appointed; 2. alongside; 3. evaluated; 4. volcanoes; 5. predict; 6. burned; 7. fountaining; 8. absolutely; 9. amazed; 10. potentialPurpose of my design: To retell the story in your own words.Purpose of my design about reading:Enable students to understand the given material better using different reading skills . To present Scanning parts by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships among the students better.Step 3 Post-readingDiscussing (group work)1.Having learned something about the work of a volcanologist, Which qualities do you think the writer has? Give your reasons.Suggested answers: I think/In my opinion/As far as I am concerned, the writer is a/an ... volcanologist. Because he ...Hints:energetic/active/adaptable/enthusiastic/adventurous/ cooperative/responsible.. .Purpose of my design: To understand the job of being volcanologist deeply and learn how to evaluatea person.2.Would you enjoy being a volcanologist? There are also some great jobs in our society, such as doctor (Zhong Nanshan, Li Lanjuan, Chen Wei, etc) teacher, scientistand so on. It is these heroes who have devoted their lives to our country! I hope all of you have an ambitious dreams in the future ! So who would you like to be? Give your reasons.Hints: teacher/doctor/scientist/engineer/astronaut/author...Purpose of my design: Most students can take their parts in the activities, especially for the students who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English. In fact, it is a kind of demand of human being. Suhuomulinsiji says:“In one’s mind, there is always a ki nd of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In students spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Purpose of my design about post-reading:“Task-based” teaching method is used here to develop the students’ability ofcommunication and also their ability of co-operation will be well trained. We should admire and learn from the heroes in our daily life. Tell the students to have ambitious dreams in the future. I think proper competition can arouse the students interest in English learning. If the students can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding and talking the passage of this lesson. Step4 Homework.Summarize the whole lesson, and arrange the homework.1.Do the exercises in the workbook.2.Write a passage about your future job.Purpose of my design: I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned. This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of students.Part 5 Blackboard Design.Anyway, the teaching of this lesson aims to develop not only the students language technical abilities, but also the various intelligence by gathering teaching methods. Purpose of my design:1.Make the students be free to talk about natural disasters.2.Have the students understand the reading passage and improve the stud ents’ reading and speaking skills.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Deal with the language points. Ask the students to pick out the useful expressions from the text, give them more examples, and do some exercises to practice the language points.Above is the lecture notes of my lesson. Thank you very much!。

(整理版高中英语)选修6Unit5

选修6 Unit 5Ⅰ.用所给的词的适当形式填空1. Tom made a big ________in his business, but ________， he went bankrupt because of his careless investment. (unfortunate)[答案] fortune unfortunately2．He was ________to leave and he could not hide his ________.(anxious)[答案] anxious anxiety3. After he returned home, he went into the ________ and took a ________. (bathe)[答案] bathroom bath4. Do you want to ________your intelligence? Just complete the ________form below, please. (evaluate)[答案] evaluate evaluation5. Tom was badly hurt and still ______after the accident, but his wife was ______and was smiling to us________. (conscious)[答案] unconscious conscious consciouslyⅡ.翻译句子1．我正准备离开，突然铃响了。

________________________________________________________________________ [答案] I was about to leave when the telephone rang.2．他总是把书放得整整齐齐。

________________________________________________________________________ [答案] He always keeps his books in good order.3．我突然想起，我还没给父亲打。

英语选修6Module_5 REVISION

treat sb like dirt把某人不当成人看
well/badly 善待/虐待 treat...__________ seriously/carefully 认真对待 treat… _________________ to ．..招待；拿……款待某人 treat sb ___ I'll ______ treat you ___ to a movie tonight. 今晚我请你去看电影。
5.contrast with...与„„形成对照→in contrast
to ...和„„相比
6.as follows 如下→the following afternoon第 example 以„„为榜二天下午→follow one’s 样 7.throw oneself on 扑倒在„„上 →throw up 呕吐；呕出
dentist’s, I read a whole short
story.
2. Using bones from dead bodies,
小贴士
与treat...as...在意思和搭配上类似的词组还有：
consider...as...；look on...as...； regard...as...； think of...as...; take….as …;refer to …as …
——满分作文之佳句
a． She treats you as a sevenyearold kid just for the reason that she loves you. (陕西卷) b．They even look upon them as children， so that they can‘t help hugging（拥抱） them. (广东卷) c. We think of it as our duty to protect and beautify our environment. (北京卷)

选修6Unit5Revision

英语
volcano 30．____________ [vɒlˈ keIn əʊ] n. a mountain with a large hole at the top through which very hot liquid rock is sometimes forced out 31．____________ [I ˈ r ʌpt] vi.(火山)爆发；突然发生 erupt unconscious [ʌnˈ 32．____________ k ɒnʃ əs] adj.失去知觉的；未察觉的 appreciation [əˈ 33．____________ priː ʃ Iˈ eIʃ n] n．欣赏；感激；感谢
英语
[模仿 2] 其他学生都紧张，但由于这是我第二次，我很轻松，自信。
答案 Other students were all nervous, but this being my second time, I was quite relaxed and confident.
英语
一、单词 1．erupt vi. (burst out)爆发；突然发生 Mount Vesuvius hasn't erupted for a good many years. 维苏威火山已经有很多年没有爆发了。 He erupted into laughter without any reason. 他突然莫名其妙地大笑起来。 erupt from ... 从„„爆发 erupt into ... 突然发展为/变为„„ eruption n. [C，U]喷发；爆发 in eruption 在喷发中
答案 taking; by surprise
英语
6．Though it was raining hard, he ________ home.

Revision-of-unit-5--1-选修6PPT课件

way along the road.
5. After a summer shower, there is often r _a_i_o_n_b_o_w
in the sky.
6. She showed her a_p_p_r_e_c__ia_t_ioonf music and ballet
performance by clapping loudly.
7. We don’t have time to read all these d_o_c_u__m_e_n__t_s
before the discussion.
8. – Have you ever thought about what job would
s u__it__ you?
--- Certainly I have, but I don’t think I can choose one for myself.
Remember this and you. will bea_b_s_o_l_u_t_el_y_ safe6.
III. 翻译 1. 我们不能保证我们所有的航班都不误点。 2. (guarantee)
We can’t guarantee that all our flights will never be delayed.
and fear when it is mentioned. Yet there is no
need to be so _a_n_x_io_u_s_ if you know what to do.
As long as you have ten minutes warning. You
will survive no matter how powerful the a_c_t_u_a_l

人教版选修6英语课件Unit 5

can she provide money for them if she is here in the camp
and not working, she asks.
To ease the trauma of relocation, groups of students
have come to play games and entertain the thousands of
far. It cracked the air, stirring panic among evacuees, who scrambled for cover. The head of Indonesia’s volcanology
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参 agency says the eruption broke through the lava dome, 评
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Thousands of Indonesians forced
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资 from their homes because of Mount
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参 Merapi’s continued eruptions are
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restless to leave the evacuation shelters. And the volcano’s
Sipun has been at the Wonokerto evacuation shelter
since the first eruption. She is one of nearly 70, 000 evacuees,

人教新课标英语选修六unit5重点短语、句子

人教新标英语选修六unit重点短语、句子UnitTheperfnatureIPhrasesavlanerupting一次火山爆发2anative/alivevlan活火山3pare…ith/t…把……和……进行比较pare…t…把……比作……4iaginedingsth设想做某事taeriss/aris冒险atris处于危险之中attherisfdingsth…冒……危险risdingsth冒险做某事6eetithsb碰到、遇到某人7exitesb/neself使某人/自己激动8prtetsb/sthfr...保护......免遭 (9)bearnedtdsth被警告（不要）去做某事arnsbfdanger警告某人有危险vesthutfthea把……搬离……1burntthegrund全部焚毁2farre多得多，多很多3thefirstsightf…第一次看见……4befastasleep睡得很熟beabuttdsth...hen...正要做某事......就在这时 (6)asbrightasda亮如白昼7inthedistane在远处（大范围的）ata/sedistane在远处（的具体某地）8inthesideftheuntain在山的一边9haveauhlserl近距离的观看20beinapani陷入恐慌（状态）getintapani陷入恐慌（动作）21aene’sat…前往……22libdnint…爬进……23beenthusiastiabut…对……怀着热情24beaazedat…对……感到惊讶2taesbbsurprise使某人大吃一惊taesthbsurprise突袭26aeaneffrttdsth努力做某事27beutfr失业28LaefHeaven天上的湖（天池）29thifrest茂密的森林30naturereserve自然保护区31varfr…t…由……到……不等32agreatdiversitf多种多样33taeabath沐浴34givebirthtsb生小孩3glanethrugh匆匆看一遍36bebredithsb/sth对某人/某物厌烦37anelne’sappintentithsb取消和某人的约会IISentenesHaveuevernsideredheahuansareparedithavlan,hurrianer earthquae？你有没有想过，与火山、飓风和地震比起来，人类是多么软弱？2Havinglletedandevaluatedtheinfratin,Ihelpthersient iststpreditherelavafrthevlanillflnextandhfastitillf l收集和评估这些信息之后，我就帮助其他科学家一起预测熔岩接着将往何处流，流速是多少。

高二英语选修6unit5知识点

高二英语选修6unit5知识点高二英语选修6 Unit 5 知识点Unit 5 in the English textbook for the second year of high school explores various knowledge points related to the designated topic. This unit focuses on enhancing students' understanding and proficiency in a range of language skills and concepts. Let us delve into the key points covered in this unit.1. Vocabulary Expansion:Unit 5 presents learners with a wide range of vocabulary related to the theme of travel and adventure. Students will encounter words and phrases associated with transportation, accommodation, tourist attractions, and more. It is crucial for students to familiarize themselves with these terms to communicate effectively in English when discussing travel topics.2. Reading Comprehension:This unit also includes several reading passages that aim to improve students' reading comprehension abilities. Reading exercises may revolve around travel experiences, adventure stories, or informational texts about popular tourist destinations. Comprehension questions arestructured to enhance critical thinking skills and the ability to extract relevant information from the text.3. Listening Skills:Listening activities play a significant role in Unit 5, as they help students develop their listening comprehension skills. Through various audio resources, students will have the opportunity to practice listening to travel-related conversations, announcements, or interviews. Questions related to the audio will challenge students' ability to understand details, such as specific information or the speakers' attitudes.4. Speaking Practice:Unit 5 emphasizes improving students' oral communication skillsby encouraging them to engage in discussions, presentations, or role-plays related to traveling and adventure. Students may be asked to share their personal travel experiences, discuss their dream destinations, or plan a group trip. The focus is on developing fluency, accuracy, and the ability to express personal opinions and preferences effectively.5. Writing Skills:Writing tasks in this unit concentrate on various genres, such as descriptive and persuasive writing. Students will be prompted to write travelogues, postcards, or emails, expressing their thoughts and experiences about a particular trip or tourist attraction. The goal is to enhance students' ability to convey information and engage the reader through well-organized and coherent writing.6. Grammar and Syntax:Unit 5 encompasses specific language points concerning grammar and syntax. These include the correct use of verb tenses, reported speech, modals for possibilities and probabilities, and conditional sentences. Reinforcing these grammar rules is essential for students' accuracy in both spoken and written English.7. Cultural and Historical Context:In addition to language learning, Unit 5 also provides insights into the cultural and historical aspects of various travel destinations. Students will gain knowledge about famous landmarks, traditional customs, and the historical significance of certain places worldwide. Such contextual information adds depth and understanding to their language learning experience.By incorporating these key knowledge points, Unit 5 aims to equip students with a comprehensive understanding of travel-related topics. It fosters language development, effective communication skills, critical thinking abilities, and cultural awareness. Through a variety of engaging exercises and activities, students' overall English proficiency will be strengthened, enabling them to confidently navigate the world of travel and adventure.。

人教版英语选修六Unit5 the power of nature(Review the use o

Arriving at the party, I found my friends were there.
Enjoy the video and Fill in the blanks
Enjoy the video and Fill in the blanks
Tom Saved a Crayfish(小龙虾) __D_o_in_g__ (do) farm work, Tom found a crayfish. _S_e_e_i_n_g_(see) the crayfish drowning (溺水), he decided to save it. However the claw (钳子) of the crayfish hurt him, _m__a_k_in_g_(make) him feel such a sharp pain that he jumped away. But he didn’t give up. He tried again and again to catch it. H__a_vi_n_g_t_ri_e_d__(try) many times, he succeeded. But where to free it? _C_o_n_s_id_e_r_in_g__(consider) the problem, he noticed a river. He rushed towards the river with the poor crayfish. Unfortunately, he dropped it in a hurry. _H__a_v_in_g_l_o_o_k_e_d_f_o_r_(look for) it for a while, he caught the crayfish with care and freed it at last.

B6, Unit5 Revision

名师一线讲坛
5. absolute adj. 确凿的，绝对的 (1)an absolute fact 确凿的事实 absolute independence完全独立 (2)absolutely 可用于回答问题或用作评语，意为“正是，当然”相当于of course，另外by all means，rather也有类似的用法。 (3)表示“完全，彻底的”的词还有 complete，entire，thorough，pure，full， perfect等。
名师一线讲坛
(5)The building was ________________(焚毁)and only ashes were left. 答案：(1)was burnt to the ground (2)as the fire burnt down (3)he’ll burn himself out (4)were burnt to death(5)burnt down
名师一线讲坛
4．完成句子 (1)________________________(我非常担心)my son’s health. (2)She ______________________________________ ____(渴望他们全部都离开她的房间)．
名师一线讲坛
(3)We waited for news ______________________________________ ______(越来越焦急)．答案：(1)I’m very anxious about (2)was anxious for them all to leave her room (3)with a growing sense of anxiety
名师一线讲坛

人教版选修6精品课件Unit 5 The power of nature- Grammar

(explaining是句子主语my wife做的动作，它们之间是主动关系，即 explaining的逻辑主语，就是句子的主语my wife。)
The train having gone, we had to
wait another day. (the train 逻辑主语 + having gone 即为独立主格结构)
having + past participle (the perfect -ing form) referring to an action that took place before the time expressed by the main verb
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.
3. Because I had experienced earthquakes before, I wasn’t frightened.
Having experienced earthquakes before, I wasn’t frightened.
4. When she woke up in the middle of the night she saw her room was as bright as day.

高中英语选修六Unit5 The power of nature Period 3.

Period 3Grammar—the －ing Form整体设计教学内容分析This teaching period mainly deals with the grammar：the －ing the English language，the －ing form of a verb may be a present participle or a form is identical and the difference is in the function，or the job it does in the present participle is most commonly used：(1)After verbs of movement/position in the pattern.(2)After verbs of perception in the gerund always has the same function as a noun(although it looks like a verb)．In this period we will focus on only part of the usages of the present participle，that is，the present participle used as the adverbial.三维目标设计Knowledge and skills1．To get the students to know the different forms and usages of the present participle.2．To enable the students to use the present participle as the adverbial correctly and properly.Process and methods1．To ask the students to pick out the sentences with the －ing form from the reading passage and translate them into Chinese.2．To ask the students to discover the form and usages of the －ing form by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 37 for students to master the －ing form.4．To ask the students to summarize the －ing form.5．To ask the students to do the exercises in Using Structures on Page 71 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the －ing form.2．To enable the students to learn how to use the －ing form correctly.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English：(1)凯特早上看到了火山爆发，她兴奋得整夜不能入睡。

人教高中选修六 Unit5 The power of nature revision复习课课件(共1

5.The visiting minister expressed his satisfaction with the talks, ____ that he had enjoyed his stay here
A. having added B. to add C. adding D. added 6._________ any biscuits that morning, we had nothing to eat.
Unit 5
The power of nature
Words in unit 5
1. The firemen were __a_p_p_o__in_t_e（d 委派） to put out the fire. 2. On hot days we often go ___b_a_th_i_ng(洗澡) in the river. 3. I can’t _e_v_a_lu_a_t_e (评价) his ability without seeing his work. 4. Susan got into a ___p_a_n_ic_ (惊慌) when she found the door was locked. 5. Who are the best ___p_o_t_e_n_ti_a（l 潜在的） suppliers?
收集和评估这些信息之后，我就帮助其他科学家一起预测熔岩接着将往何处流，流速是多少。
2.I _w__as__a_b_o_ut__t_o_go back to sleep _w_h_e_n_ suddenly my bedroom became as bright as day.
我刚要再睡，突然我的卧室亮如白昼。
A. Not baking