新人教选修六-Unit-5-The-power-of-nature-grammar[课件]
人教版高中英语选修六Unit 5 The power of nature
高中英语学习材料madeofjingetiejiUnit 5The power of nature单项选择题1.【原创】I was about to the airport my manager called me to hurry to his office.A thatB whenC whileD before【解析】be about to .....when.... 正要做某事，突然。
【答案】B【教材原句】I was about to go back to sleep when suddenly my bedroom became as bright as day.2. 【原创】When you are in a foreign country, it is very important to understand the culture because it from one country to another.A．vary B．increase C．divide D．Range【解析】vary from...to...从……到……变化。
【答案】A【教材原句】The height of the land varies from 700 metres above sea level to over 2,000 metres and is home to a great diversity of rare plants and animals.3. 【2012·苏州模拟】We must ________ a new manager at once to the sales department. A．ask B．appointC．find D．need【解析】句意：我们必须立刻任命一位新经理到销售部。
appoint sb.to...派某人任……。
ask 要求；find发现；need需要，三者均不符合句意，故选B。
人教版高二英语选修6_Unit_5_The_power_of_nature_全单元教案
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。
2022高考人教版英语复习学案-选修⑥Unit-5-The-power-of-nature-含答案
选修⑥| Unit 5The power of nature(一)阅读词汇——明其义、写其形第一组：明其义1．diagram n．图解；图表；示意图2．volcano n. 火山3．ash n. 灰；灰末4．hurricane n. 飓风；风暴5．questionnaire n. 问卷；调查表6．sample n. 样品；样本7．database n. 数据库；资料库8．boot n. 靴子9．typhoon n. 台风10．thunderstorm n. 雷暴11．document n. 文件；证件12．rainbow n. 彩虹第二组：写其形1．wave n. 波浪；波涛v i. 波动；起伏；挥手2．alongside ad v.在旁边；沿着边prep. 在……旁边3．potential n. 潜在性；可能性；潜能adj.可能的；潜在的4．precious adj.贵重的；珍贵的5．shoot v t.射中；射伤6．guarantee v t.保证；担保7．arouse v t.激发；唤醒8．sweat n. 汗v i. 出汗9．tremble v i. 摇晃；摇动；颤抖10．panic v i. & v t.惊慌n. 惊慌；恐慌(二)表达词汇——晓其变、通其用1．equipment n．设备；装备→equip v．配备；装备2．appoint v t.任命；委派→appointment n．任命；约定3．evaluate v t.评估；评价；估计→evaluation n．评估4．absolute adj.绝对的；完全的→absolutely ad v.绝对地；完全地5．suit n．一套外衣；套装v t.适合；使适宜→suitable adj.适当的；相配的6．actual adj.实在的；实际的→actually ad v.实际地7．anxious adj.忧虑的；不安的；渴望的→anxiously ad v.不安地→anxiety n．担心；焦虑；渴望8．appreciation n．欣赏；感激；感谢；鉴赏→appreciate v t.欣赏；感激9．fog n．雾；烟雾→foggy adj.有雾的；模糊的10．uncomfortable adj.不舒服的；不舒适的→comfortable adj.自在的；舒适的→comfort v t.安慰11．diverse adj.多种多样的；不同的→diversity n．多种多样；多样性12．bathe v i.洗澡；游泳→bath n．洗澡；沐浴(三)常用短语——多积累、准运用1．burn to the ground 全部焚毁2．make one's way 前往3．be suitable for 适合；适于4．make up 组成；构成5．get close to 靠近6．glance through 匆匆看一遍7．be home to ... 为……之栖息地8．be about to 即将9．vary from ... to ... 由……到……不等10．give birth to 生产；产生11．have a gift for 有……的天赋12．take notice 留意；注意(四)经典句式——明特点、会仿用1．however引导让步状语从句2．独立主格结构在句中作原因状语悟原句... but this being my first experience, I stayed at the top and watched them.背佳句He stood at the window, the sun shining on his face.3．It is said that ... “据说……”，it为形式主语，that引导主语从句悟原句It is said that this boy, who had a great gift for languages and persuasion ...(2020·江苏高考书面表达)It is reported that the film is well received outside 背佳句China.1.后缀-ment名词小结①equipment设备②advertisement 广告③announcement 通知；通告④achievement 功绩；成就⑤punishment 惩罚⑥treatment 对待；治疗⑦appointment 任命；约定⑧requirement 要求⑨agreement 协议2.“take＋n.”短语面面观①take notice 留意；注意②take effect 生效；起作用③take charge 开始管理；接管④take exercise 锻炼⑤take pains 努力；尽力⑥take photos 拍照⑦take steps 采取措施3.“have a/an＋n.＋for”短语集锦①have a gift for 有……的天赋②have a preference for 偏爱；特别喜爱③have a desire for 想要；渴望④have a nose for 对……敏感⑤have a taste for 对……有兴趣⑥have a fancy for 喜欢；迷恋⑦have a chance for 有……的机会4.“看”不同的短语集合①glance through匆匆看一遍②glance at 匆匆一瞥③look around 环视四周④look through 仔细检查⑤stare at 凝视；盯着看⑥glare at 怒视；瞪眼看⑦spy on 偷窥；监视巩固于训练(上页记熟，本页练通；薄弱的考点，留待课堂重点攻坚)Ⅰ.用所给词的适当形式填空1．We will not be panicked (panic) into making a decision before we have considered all the evidence.2．It's believed that quantities of building materials are potentially (potential) harmful to people's body.3．People from diverse cultures hold different understanding on the play and this diversity of opinions make it hard to reach an agreement at the meeting.(diverse) 4．(2020·天津5月高考)It can go anywhere, and there is something in there for absolutely (absolute) anybody.5．After listening to his advice, he had no more anxieties (anxious)．6．To show our appreciation (appreciate) for all your hard work, we'd like to give you a bonus.7．She was the first woman to be appointed (appoint) to the board, for which she felt very excited and happy.8．A man in the river was shouting and waving (wave) his arms around desperately.9．If you have the interest to visit there, don't forget to take a camera and you are guaranteed to enjoy (enjoy) the sights in their natural state.10．That is the reason why many people often feel uncomfortable (comfort) in the back when sitting before computers for a long time.Ⅱ.介、副词填空1．In the tent, there were many children from the earthquake-stricken area, their ages varying from 10 to 17.2．After admiring the beautiful view, she made her way to the next destination.3．She has a gift for communicating with animals.4．Changbaishan is China's largest nature reserve and is home to a great diversity of rare plants and animals.5．If the bottle of gas catches fire, the whole building may be burned to the ground.6．He just glanced through the headlines because he was too busy to read the whole newspaper.7．He was about to leave when the phone rang.8．The headmaster who had attended the grand ceremony waved to the students and teachers with a smile.9．With the Internet, parents can check a published guide to determine what is suitable for their children to see.10．They equipped themselves with a pair of sharp axes and set off for the forest.Ⅲ.选词填空1．assess/evaluate①The teacher evaluates a student's thesis for content and organization.②He wanted to rent his house so he had it assessed yesterday.2．definitely/absolutely①It's absolutely no business of hers.②And we definitely can achieve them!Ⅳ.写出加蓝部分在语境中的含义1．When I found out, I wanted to give him a boot up the backside. 踢2．The windows fogged immediately. 起雾3．The book documents the post-war Chinese experience. 记录4．①A few tender shoots had started to appear. 幼芽②The film was shot in Prague. 拍摄5．I sweated night and day to get it done on time. 艰苦努力Ⅴ.补全句子1．我正要放弃这道数学题时，一个念头闪过我的脑海。
高中英语-选修六Unit5-The-power-of-nature——大自然的力量
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Unit 5 The power of nature——大自然的力量
解析：选D。考查非谓语动词。句 意为：海地首都发生强烈地震，导 致数万人无家可归，数万人被埋在 废墟中。空白处用现在分词作结果 状语，表示地震发生后自然而然带 来的结果。
栏目 导引
Unit 5 The power of nature——大自然的力量
栏目 导引
Unit 5 The power of nature——大自然的力量
考点串讲讲练互动
单词精研 1appoint vt. 约定；指定(时间、地点等 )，任命；委任
栏目 导引
Unit 5 The power of nature——大自然的力量
(教材P34)I was appointed as a volcanologist working for the Hawaiian Volcano Observatory(HVO)twenty years ago. 我被任命为火山学家去夏威夷火山观 测站工作已经20年了。
栏目 导引
Unit 5 The power of nature——大自然的力量
解析：选C。考查非谓语动词。主语 sisters与动词separated之间为被动关 系，且动作发生在谓语动词held之前, 故选C。
栏目 导引
Unit 5 The power of nature——大自然的力量
4．(2011·绵阳市第二次诊断 )________the youth to the rising sun at 8 or 9 o’clock a．m.，Mao Zedong expressed his great hope for the young men. A．Compared B．To compare C．Compare D．Comparing
人教版高中英语选修六Unit+5+The+power+of+nature+教案.doc
Unit 5 The power of nature教学目标（一）知识技能目标：学生在原有非谓语动词的知识基础上，归纳总结现在分词完成式的语法规则及其在句中的功能，并能够通过“输出”环节运用目标语言表达相关主题。
（二）过程方法目标：学生积极参加课堂活动，体现以学生为中心的课堂教学目标。
通过学生个人探究和小组合作学习让学生更好地融入课堂教学。
（三）情感态度目标：结合故事情节和教师的引导，学生能更加清楚的认识到家的重要性，认识到家是我们奋斗路上获得不竭动力的源泉。
教材分析本节课为语法课，学习非谓语动词完成式各种形式及其用法；其中包括having done, having been done及其否定式not having done的具体使用规则和在句中作状语的用法。
教师结合本单元的语料内容，整合教材中working out the rules 部分复合学生认知逻辑的学习过程，结合最新流行电影<Coco>剧情，通过故事情节语篇内容的渗透，让学生在语篇中感受该语法项目的使用，随后学生小组讨论归纳语法规则，最后辅之以控制性练习，半控制性练习及开放式练习以使其加强巩固该语法项目的掌握。
学情分析（一）本节课授课对象为高二年级学生，他们在前期学习中已经初步掌握非谓语动词的一般式在句中作主语，宾语，表语，定语，状语，补语等各类成分的使用，并能比较正确的使用以上语法项目进行写作和口语的输出。
基于这种情况，学生能够比较好的本课中继续进行同知识领域的语法项目的继续建构。
（二）高二年级的学生有比较强的好奇心，选择<Coco>电影作为整节课的语言输入和输出语境，能够比较好的激发学生的兴趣，使其更好的融入语境，从而为语言学习做好准备。
（三）学生根据课堂设计环节应能比较顺利的完成语法归纳，但其在用英文表述语法项目时可能会有困难，故而教师会从以下两方面辅助学生总结：1. 尽可能教师在此环节的语言指令，并辅之以例子，使学生明确要求；2. 在学案中给出规则表格和术语提示，从而使学生能够顺利完成任务。
新人教版选修6高中英语Unit5Thepowerofnature5.2SectionⅡGrammar
要点必记： V．-ing 在句中作状语表示本动作与主句谓语动作同时发生； V．-ing 的完成时态在句中作状语，表示本动作发生在谓语动作之 前。
top of the mountain. 5．表原因 (1)_B__e_in_g__il_l ________ (因为生病了), he didn't go to school. (2)_B__e_in_g__to_o__ti_re_d____ (因为太累了), we stopped to have a short
rest.
6．表结果(多用于句尾)
(1)The hospital has recently obtained new medical equipment, __al_l_o_w_in_g__m_o_r_e_p_a_t_ie_n_t_s_to__b_e_t_re_a_t_e_d___ (允许更多的病人得到治疗)。
Nanyang. 臣本布衣，躬耕于南阳。,
Ⅱ.动词-ing 形式作状语的六点注意事项 1．动词-ing 的时态 现在分词有一般式(doing)和完成式(having done)之分；现在分词的 完成式表示分词动作发生在谓语动作之前。 (1)_L__o_o_ki_n_g_o_u_t_o_f__th_e_w__in_d_o_w___ ( 向 窗 外 看 ) ， I saw groups of
other scientists to predict where lava from the volcano will flow next and how fast.
④__H_a_v_i_ng__ _w_o_r_k_e_d__ (work) hard all day, I went to bed early. ⑤__H_a_v_i_ng__ _st_u_d_ie_d___ (study) volcanoes now for many years, I am
人教版高中英语选修六Unit5Thepowerofnature
人教版高中英语选修六Unit5Thepowerofnature高中英语学习材料madeofjingetiejiUnit 5 The power of nature（学生版）◆思维导图重点词汇equipment evaluate appoint database arouse vary suit appreciation potential precious anxious absolute panic erupt shoot uncomfortable guarantee重点短语burn to the ground make one’s way vary from ... to... glance through其它词汇questionnaire diagram volcano eruption fountain helmet wave typhoon alongside hurricane absolutely sample candidate threat actual boot thunderstorm novelist document rainbow balcony tremble sweat ash unconscious anxiety diverse bathe fog重点语法V-ing形式作状语◆新课讲解Part 1 重点词汇（一）1.词意辨析（1）match: 表品质、颜色、设计等方面“匹配”相当于go with，如：We painted the cabinets green to match the rug.我们把柜子刷成绿色，以和地毯匹配。
（2）fit: 作为及物动词，意为“适合、合身，使人适应”，如：This new jacket fits her well.这件新夹克很合她的身。
（3）suit: 表“适合”，常指颜色、式样等适合某人，而fit则强调大小尺寸合身，如：This new overcoat suits him beautifully.这件新外套他穿着真漂亮。
新课标人教版选修六教案Unit--5-The-power-of-nature
Unit 5The power of naturePeriod 1Warming Up，Pre－reading，Readingand ComprehendingAims:1．To learn about some disasters that are caused by natural forces，how people feel in dangerous situations and the ways in which humans protect themselves from natural disasters.2．To learn how the information is organized.教学过程Step 1Warming up1．Warming up by looking and talkingShow the following pictures to the students and let them know about the power of nature and talk about them.Sample expressions：What happened in the pictures above？Do you know any other natural disasters？Please work with your partners and make a list of natural disasters(such as earthquake，snowstorm，flood，drought)．Have you ever seen a volcano?(Some new words：lava erupt/eruption crater active/dormant/extinct volcanoes...)2．Warming up by reading the passage below.Step 2Pre－reading1.Can you imagine climbing into a live volcano in order to measure the temperature of the boiling rock inside？2．Encourage students to talk more about volcanoes by looking at the following pictures.Step 3Reading and comprehending1．Fast－reading：Ask students to skim the passage so as to get the key words and general idea of each paragraph and answer the question：What's the main idea of the text?2．Read the passage carefully and answer the following questions.(1)Why is a volcanologist's job important?(2)Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?(3)Why was it difficult for the writer to walk towards the edge of the crater?(4)What does the writer find impressive about volcanoes even after studying them for many years?(5)What did the author think it was when an eruption occurred?(6)Why did the scientists look like spacemen?Suggested answers：1．This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.2．(1)Volcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.(2)The lava flows down the mountain and can cover up or burn villages in its path.The rocksthat erupt from the volcano usually don't damage anything because no one lives near the crater.(3)The author was wearing special protective clothing that made it difficult to walk.(4)The author finds their beauty and their potential to cause great damage very impressive.(5)He thought it was an earthquake.(6)Because they wore white protective suits that covered their whole body.3．Ask students to scan for detailed information and discuss the following question with their partners and be prepared to report to the class.Question：Having learned a little more about the work of a volcanologist，do you think it is an occupation you would enjoy？Give you reasons.Suggested answers:No，I probably wouldn't enjoy this job because I wouldn't have to live in other countries and I don't like being in dangerous situations，either.Above all，I'm not very good at science.ORYes，I'd love to do a job like this because I would enjoy working outside and I think I would enjoy the adventure.It would be exciting to meet people from different countries and I would feel good about helping people avoid danger.Step 4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：make one's way，a live volcano，be about to do，look down into，out of the way，be covered with，burn to the ground，attach...to...，compare...with...，run out of Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.The first paragraph introduces the topic and the theme of the text.The rest of the text presents the information in chronological order.A feature of an account of a volcanologist's experiences is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.Step 7RetellingAsk students to talk about the volcanologist's experiences in their own words.Give them some key words and expressions.Then let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find more pictures showing natural forces and talk about them.Step 9Reflection after teachingPeriod 2Language Study (1)Aims:To get the students to learn to use the following important new words and phrases freely：absolutely，make one's way，alongside，appoint，wave，suit，potential，actual.教学过程Step 1Revision1．Check the homework exercises.2．Ask some students to say something about the power of nature.Step 2Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Practice for useful words and expressions1．Turn to Page 36.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They first do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary study1．alongside(P34)【原句再现】I travel to unusual places and work alongside people from all over the world.我跑的地方是稀罕奇特的地方，和我一道工作的人来自世界各地。
人教版选修六第五单元-Unit5-The-Power-of-Nature-Language-poin
人教版选修六第五单元-Unit5-ThePower-of-Nature-Language-points
▶ The computer is the most important piece of equipment in our classroom. 计算机是我们教室里最重要的一件设备。
(P34) 二十年前，作为一名火山学家， 我被委派到夏威夷火山观测站(HVO) 工作。
人教版选修六第五单元-Unit5-ThePower-of-Nature-Language-points
2. appoint vt. 任命；委派；安排，确定(时间、地点)
appoint sb.as/to be... 任命某人为…… appoint sb. to do sth. 委派某人做某事 appoint a time/.place for sth./to do sth.
人教版选修六第五单元-Unit5-ThePower-of-Nature-Language-points
英语中有部分名词只用作不可数
名词，除equipment外，还有哪些？
【 思 考 提 示 】 fun, advice, news,
information,
luggage,
clothing,
furniture, homework, weather, progress,
appointment n.
任命；约会
Have /make an appointment with sb. 与某人约会
keep/break an appointment 守/违约
人教版高中英语选修6《Unit5Thepowerofnature》教案
人教版高中英语选修6《Unit5Thepowerofnature》教案人教版高中英语选修6《Unit 5 The power of nature》教案【一】教学准备教学目标1. Knowledge objectivesKnow that the -ing form can be used as various kinds of adverbialsUnderstand the differences among “doing”, “having done”, “being done” and “having been done”2. Ability objectivesMaster the usage of the -ing form as adverbials and properly use it in writingPolish one’s writing with the -ing form as adverbials3. Emotional objectivesCultivate teamwork and confidenceFeel free to use English grammar in daily life教学重难点教学重点 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials 教学难点 Master the usage of the -ing form as adverbials and properly use it in writing教学过程Lead-in: Song appreciation(1) Play the song T ake me to your heart before class.(2) Start the class with a clip of the song sung by the teacher.(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.Step 1: We ChooseTask 1: Observe the -ing form in each sentence and decide what it refers to.(reason, result, concession, time, manner, condition)1. Being very rich, he spends as much money as he likes. (reason)2. Working hard, you’ll surely succeed. (condition)3. They sat there, waiting for the beginning of the sports meeting. (manner)4. Walking on the street, he came across a long-lost friend. (time)5. The polar bear was not careful enough, falling on the icy ground. (result)6. Not understanding what you are talking about, I still admire you. (concession)It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)Laughing and jumping, he left school.Having finished his homework, he left school.Being talked about at that time, he left school.Having been punished, he left school.First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having beendone”.Task 3: Read the sentences aloud and recall the tips.When the reading is finished, ask Ss how to use the -ing form as adverbials.It is intended as a transition from “what” to “how” and the second step is naturally introduced.Step 2: We ChangeTask 1: (Group work) Identify the mistakes in the following sentences and change the sentences into correct ones. Discuss your reason.1. I had a wonderful childhood, travel around the world.2. When crossed the road, you should be careful.3. Having not finished his homework, he was punished by his parents.4. Working hard, your dream will come true.It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.e.g. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.(Notice that only the clause part will be changed: predicate→non-predicate)Having been informed of Mr. Li’s birthday, we hurried to……1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.2. When we danced together, we felt very excited.3. Although we had not met him before, we still treated himas an old friend.4. If you think it over, you will have a good idea.5. She stood on the stage and played with her hair.6. He was so humorous that he made us burst into laughter.It is designed for Ss to put into practice the tips mentioned in the previous task.Step 3: We ChatTask 1: Using the correct form of the given verbs, help me to complete the caption of my moment.Last month, I led my students to join in the oral English competition.(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.Task 2: Writingo Choose a picture to post.o Write the caption for it.o Try to use the -ing form as adverbials. (3 minutes)Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.Task 3: Sharingo Move around the classroom.o Share your moment.o Get “like” or “comment”.(You may also leave your comment when discovering any grammatical mistake.)An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.Task 4: Presentingo How many“ likes” have you got?o What about “comments”?o Who would like to share with the whole class your moment or the comments you got?This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.Step 4: SummarySummarize what we have learnt today:o 6 kinds of adverbialso 4 forms of -ingo 5 tipsThis is to remind Ss of what they have learnt today.课后习题Homeworko Review the usage of the –ing form as adverbials.(You may refer to a mini-lecture. )o Polish your caption and share it with your friends.o Finish exercise 3 - 5 on Page 64 of your exercise book.The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writingskills.人教版高中英语选修6《Unit 5 The power of nature》教案【二】教学准备教学目标教学目标：1 深入理解课文，分析文章长难句，培养快速阅读、整体理解和写作的能力。
人教版高中英语选修六Unit 5 the power of nature
高中英语学习材料madeofjingetiejiUnit 5 the power of natureLanguage points （导学案）熊亚萍教学重难点: 1. master .important new words and expressions2. some difficult and long sentences in the text.教学目标: To get the students to learn to use the following important words and expressions. 重点知识点梳理及巩固：1.volcano n. pl. volcanoes活火山an active volcano死火山an extinct volcano休眠火山 a dormant volcano火山学volcanology火山学家volcanologist2. erupt v.1)（火山）爆发，喷发维苏威火山已经多年没有爆发了。
Mount Vesuvius _____ _______ for a good many years。
2)（搏斗，暴力事件，噪音等）突然发生，爆发街头暴力可以在没有明显原因的情况下爆发。
Violence in street can erupt for no apparent reason.erupt into laughter/shouting/crying, etc.突然大笑/叫喊/大哭他毫无理由地大笑起来。
He _______ _______ _______ without any reason3.equipment n. 设备，装备（不可数名词）a piece of equipment 一台设备equip v. 配备：装备equip sb/sth with sth 用。
装备起来/ 使具备。
the boy _________ _____________ ___________ food and water and then set off. 孩子们配备好食物和水就出发了。
Unit5The power of nature(附详细解析)新人教版选修6
选修6 Unit 5 The power of nature基础操练Ⅰ. 单词拼写1. The story (使兴奋)the little boy very much.2. On hot days we often go (洗澡) in the river.3. I can’t (评价) his ability without seeing his work.4. I got into a (惊慌) when I found the door was locked.5. They studied the German market to find the (可能性) there for investment.6. It was a cold, wet day and the children were b .7. It’s many years since Mount Vesuvius e .8. He drew f animals with two heads and large wings.9. I’m a to get home to open my presents.10. They had to c tomorrow’s football match because of the bad weather. Ⅱ. 用括号内所给单词的适当形式填空1. (compare) with other methods, this one is relatively more effective.2. I could easily imagine her (regard) him as a man of fine quality.3. His habit is (listen) to some news in the morning.4. (not receive) her letter for a long time, I phoned her to see what was wrong.5. (accept) as a member of the company, he took over the job of the former secretary.Ⅲ. 翻译句子1. 你的训练将使得你能够胜任将来的工作。
人教版高中英语选修六Unit_5_The_power_of_nature-Reading[阅读课件]
![人教版高中英语选修六Unit_5_The_power_of_nature-Reading[阅读课件]](https://img.taocdn.com/s3/m/9baaddfdaa00b52acfc7caa5.png)
1.What’sthemainideaofpara.3?
A.Boilingrockwhicheruptsfromthevolc anoandcrashesbacktoearthcausesless damage.
B.Thelavathatflowsslowlydownthe mountaincausesfarmoredamage. C.Theeruptionismuchmoreexciting towatch. D.Therehadbeenaneruptioninthe sideofthemountain.
2.Thewriterdoesn’tmindthe occasionaldangerofhisjobbecause ________.
A.Hetravelstounusualplacesandmeets interestingpeoplefromalloverthe world B.Helikesthedifferentwaysofworking C.Hethinkshisjobthemostimportant D.Heisexcitedaboutdangersandfeels alive
高中英语课件
（金戈铁骑 整理制作）
人教课标版 高二选修6
Unit5
Reading
Pre-reading volcano
Whatdoesavolcanologist’s worklooklike?
AnExcitingJob
I. Firstreading
II. Scanandskimthewholetextandthenf inishthemultiple-choices.
Thefir Theday ◆We10__m__a_d_e_o_u_r_w_a_y_to stexpe afterthe theedgeofthecraterwithpr rience eruption otectivesuitsandlookeddo
人教版高中英语选修六第五单元ThePowerofNature
人教版高中英语选修六第五单元ThePowerofNatureUnit 5 The Power of Nature 第一课时Learning aims: 1. to get the students to master all the useful words and expressions in this unit.2. to develop the students’ ability of using the important language points. Important and difficult points: using what they have learned to solve real problems.预习案Vocabulary1. __________ n. 图表；图表：示意图2. _____________ n. 调查问卷3.__________ n. 火山_________ adj. 火山的4. ________ vi. (火山)爆发; 突然发生; ____________n.5.___________ n. 飓风; _________ n. 龙卷风; __________ n. 台风.6. ____________adv. 在旁边; prep. 在...旁边; beside _______________; aside _______________7. _____________ n. 设备, 装备; __________ v. 装备; equip sth/sb with sth ____________________8. ____________ v. 任命, 委派; ______________ n. 预约，约会; 任命, 委任9. __________ v. 评价, 评估; ____________ n 评估, 评价; assess _________; ___________ n.10. __________ adj. 绝对的; 完全的; __________ adv.; thorough __________; complete ___________11. ___________ n. 潜能; 可能性; adj.可能的, 潜在的;12. ___________ adj.实际的; 实际地: ___________; ___________; ___________; ________________13. ___________ adj. 贵重的,珍贵的; treasured adj. _________________14. _________ n. 小说; adj. 新颖的; ___________ n小说家15. ____________ n. 文件, 证件; documentary n. _______________; adj. _________________16. ______________adj. 有知觉的, 有意识的; _______________ adj. 失去知觉的; 未察觉的17. ____________ ( _________, _________) vt. 射中; 射伤; ____________ n. 射击, 枪炮声18. ____________ vi. 摇晃; 颤抖; tremble with fear ________________; trembling ______________19. __________ n. 汗vi. 出汗sweaty ___________; sweater ____________ perspiration___________20. __________ adj. 忧虑的,不安的____________ n. 担心, 焦虑, 渴望21. _________ (__________,__________)v. 惊慌; n. 惊慌, 恐慌22. _____________ vt. 保证, 担保; n. 保证, 担保assure _________; assurance __________探究案1.equipment n. ____________ equip v. 过去式________; 过去分词_________1.Our school has just introduced a piece of advanced equipment.2.Our school has just been equipped with a piece of advanced equipment.3.The centre is well equipped for canoeing and mountaineering.4.He equipped himself with a first-aid kit in case of emergency.5.The course is designed to equip students for a career in nursing.总结：①②③④2.appoint v. ___________ appointment n. ____________(课文原句) I was appointed as a volcanologist working for the Hawaiian V olcano Observatory (HVO) twenty years ago. 二十年前我被任命为火山学家，在夏威夷火山观测站工作。
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先
后
主动
r,because,
if,unless,
although 等表时间,
having 动do词ne
,主+动词(谓语)
原因,条件, 让步.分词
可以拓展
先
后
被动
成状语从
句 having be动en词done ,主+动词(谓语)
When he gives his
acceptance speech at Grant Park in Chicago, Nov.4, 2008,Obama
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。
3. 分词短语做状语时, 前面可以加上连词或介词, 但是分词短语和句子之间不能用并列连词(如but, and), 因为并列连词接的是两个并列成分, 而分词 短语只是全句的一个状语部分, 分词和主句之间可 用逗号。 Eg. 正：When seeing from the top of the hill, you can
2.作原因状语 相当于一个原因状语从句，同时也可以转化
为一个原因状语从句。 Not knowing English , he couldn’t understand the
film.
3.作伴随/方式 状语，表示一个次要的动作。
He sat there reading a book.
Laughing and talking, the students went to school. He came running.(方式）
分词前可以
加
when,after, because,as if,unless, although等 表时间,原因, 条件,让步.分 词可以拓展 成状语从句. 在其前加not 成为否定结 构
同时 主动
d动o词ing ,主+动词(谓语)
分
同时
词
被动
d动on词e
,主+动词(谓语)
分词前可 以加上 when,afte
Unit 5 The power of nature
Grammar 现在分词作状语
1 . I walked on the street
2. I saw that two foreigners were reading a map
3. It seemed that they were lost.
1+2. Walking on the street, I saw that two foreigners were reading a map
4.作结果状语 表示必然的结果，通常放在主句后面中间用
逗号隔开，有时为了突出结果，分词前加thus。
Her husband died, leaving her four children. 5.作让步状语，相当于一个让步状语从句
Having tried many times, he still couldn’t succeed.
一.功能
现在分词作状语往往和逻辑主语之间存在主 动关系。现在分词作状语，常常用来表示原因、 时间、方式、结果、条件、伴随状况等。 1.作时间状语，相当于一个时间状语从句。
Walking in the street, I came across an old friend of mine.=When I was walking in the street, I came across an old friend of mine.
[正]
2. 现在分词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.
smiles.
Giving his acceptance
speech at Grant Park in Chicago,Nov.4,2008,
Obama smiles
三、使用- ing形式作状语需注意的几个问题 1. 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。
尽管尝试了多次，但他仍未成功。
Working very hard, he didn’t feel a bit tired.
尽管拼命地工作，他却丝毫不感到疲劳。
6.作条件状语，表示一种假情况，相当于一个 条件状语从句。
Using your head, you will find a way.
(=If you use your head, you will find a way.) 7.作评论性状语（悬垂结构） 作为句子的独立成分来修饰全句，表明说话者的
态度，观点等。 generally speaking 一般说来 strictly speaking 严格地说 frankly speaking 坦率地说
二、现在分词的各种形式
语态 时态
一般式
主动语态 (not) doing
被动语态 (not) being done
完成式 (not)
(not)
having done having been done
Finding her car stolen, she hurried to a policeman for help.
The train having gone, we had to wait another day.
分析:前一例中, -ing形式的逻辑主语为主句的主语。
后一例中having gone的逻辑主语是 the train。
判断正误 Opening the window, a butterfly flew into my study. Opening[误th]e window, I saw a butterfly flying into my study. Standing on[正to]p of the tower, the whole city comes into our view. Standing on top of the [t误ow]er, we can get a view of the whole city.