人教版高中英语选修六Unit5Thepowerofnature知识讲解Unit5Thepowerofnature

人教新课标版高二选修六Unit 5 The power of nature期末知识梳理一、训练导入I.考纲单词写出下列考纲词汇的词性和汉义(如果不止一个词性学生自行增补词性及相应汉义)1.volcano2.ash3. anxious4.equipment5.appoint6.wave7.absolute8.suit9.actual10.precious11.fog12.document13.rainbow14.shoot15.sweatII.核心短语1．be suitable__________ 适合……2．be__________ as被任命为……3．be__________ about 因----而焦虑4．__________ from……to…… 由……到……不等5．__________ one’s way to前往……6．__________ to the ground,全部焚毁7．be buried under the __________被埋在废墟8．__________ through 匆匆看一遍9．have a__________ for 有……天赋10．be__________ about 对……乐观二、知识精讲I.重点词汇1. equipment n.[U][典例]1) After a fire broke out in the lab, a lot of equipment was damaged.实验室发生火灾后，许多设备都毁坏了.2) A good sleeping bag is an essential part of every camper’s eq uipment.一个完好的睡袋是每个露宿者必不可少的装备。

[重点用法]equip sb./sth. with sth. 用…装备起来./使具备…2.appoint vt.约定; 任命, 委任[典例]1) He was appointed mayor of the city. 他被任命为市长。

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。

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。

Unit5 The power of nature-语法篇____________________________________________________________________________________________________________________________________________________________________1.理解非谓语动词的含义和用法；2.能够正确运用非谓语动词进行造句，并做对相关题目。

一、定义：非谓语动词是在句子中充当除谓语以外的句子成分的动词形式在句中可起名词,形容词,副词的作用,在句中充当主语,宾语,表语,补语,定语或状语.即动词的非谓语形式除了不能独立作谓语外,可以承担句子的任何成分3种形式：不定式，分词（现在分词、过去分词），动名词二、非谓语动词用法：（一）动词不定式：（to）+do，具有名词、形容词、副词的特征。

1. 不定式的形式：（以动词write为例）否定式：not + (to) do（1）一般式：不定式的一般式所表示的动作与谓语动词动作同时发生或发生在谓语动词动作之后，例如：I'm glad to meet you.He seems to know a lot.We plan to pay a visit.He wants to be an artist.The patient asked to be operated on at once.The teacher ordered the work to be done.（2）进行式：不定式的进行式所表示的动作与谓语动词动作同时发生，例如：The boy pretended to be working hard.He seems to be reading in his room.（3）完成式：不定式的完成式表示的动作发生在谓语动词动作之前，例如：I regretted to have told a lie.I happened to have seen the film.He is pleased to have met his friend.2. 不定式的句法功能：（1）作主语：To finish the work in ten minutes is very hard.To lose your heart means failure.动词不定式短语作主语时，常用it作形式主语，真正的主语不定式置于句后，例如上面两句可用如下形式：It is very hard to finish the work in ten minutes.It means failure to lose your heart.常用句式有：1. It+be+名词+to do2. It takes sb. +some time +to do3. It+be+形容词+for sb. +to do常用careless,,clever,good,foolish,honest,kind,lazy,nice,right,silly,stupid,wise,等表示赞扬或批评的形容词，不定式前的sb.可作其逻辑主语。

重点单词（选修 6 Unit 5 The power of nature）（讲义）高中英语重点单词（选修 6 Unit 5 The power of nature）1. 学习单词，注意重点单词的用法并能灵活运用这些单词。

2. 牢记核心单词的介词搭配及其重要用法。

重点：appoint, suit, panic, guarantee以及anxious。

难点：suit等词的词义辨析以及anxious的用法。

【单词学习】1.appoint vt. 约定;指定(时间、地点等),任命;委任appoint sb. as / to be... 任命某人为……appoint sb. to do sth. 委派某人做某事appoint sth. (for sth.) (为某事)确定(日期、场所)They have appointed a new headmaster at my son’s school.我儿子读书的学校任命了一位新校长。

I have the pleasure of announcing the news that she has been appointed as the new Sales Manager at Head Office.我很高兴地宣布这个消息,她已被任命为总公司的新的销售经理。

I was appointed to take charge of arranging all the activities on that day.我被指定来负责安排那一天的所有活动。

appointment n. 任命；约会年龄。

I asked a young lady if she had seen a little boy in a grey suit.我问一位年轻女子她是否看见一个穿灰色外套的小男孩。

To students, you’d better choose the activities which interest you and suit you.对学生来说，你最好选择那些你感兴趣并适合你的活动。

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。

Unit 5The power of nature重难点讲解一、重点词汇、短语与句式重点词汇1．vi.&vt.泉水般地喷出或涌出n. 喷泉；源泉fountain2．n. 候选人；候补者candidate3．n. 平房；小屋bungalow4．n．地质学geology5．n. 信服；说服persuasion6．adv. 在旁边；沿着边prep. 沿着……的边alongside 7．vt. 任命；委派appoint8．vt. 评估；评价；估计evaluate9．adj. 绝对的；完全的absolute10．n. 潜在性；可能性；潜能adj. 可能的；潜在的potential 11．adj. 多种多样的；不同的diverse12．vt. 激发；唤醒arouse重点短语1．________________前往2．________________ 匆匆看一遍3．________________ 由……到……不等4．________________ 生产；产生5．________________ 不遗余力，尽力6．________________ 被委派为……7．________________ 查阅，参考，指的是8．________________ 全部焚毁9．________________ 使某人铭记某事10．________________ 保护……免受……伤害1. make one’s way2.glance through3.vary from...to...4.give birth to5.spare no effort6.be appointed as7.refer to8.burn to the ground9.impress sb. with sth. 10.protect...from...重点句式1．________________this boy，who had a great gift for languages and persuasion，is the father of the Manchu people.据说这个男孩就是满族人的祖先，他具有语言天赋和很强的说服力。