新人教版选修6 Unit5 The power of nature-Grammar[课件]
人教版(新课程标准)选修6Unit5ThepowerofnatureReading课件
*If an action takes place obviously before another, we use perfect -ing form instead of -ing.
Key words information
My job
Our work
Supporting information
collect, evaluate help (predict)
(1) direction/path/route (2) speed
save cannot move; … covered and burned
Brainstorm some new words related to volcano
eruption(喷发) erupt lava (熔岩) crater(火山口) ash(灰)
Mountain Kilauea
1.What can we do to protect people from the power of volcano eruption?
Language focus 2：link words (逻辑关联词) Of these two ideas, are they parallel
(并列) or contrasting (对照、转折)?
What’s the link-word here? unfortunately I felt bored with English. Unfortunately, … I like English. Unfortunately, … Belts (安全带) are important for drivers and
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。
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)V olcanologists 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.ORY es，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。
Thepowerofnature--UsingLanguage教案(新人教版选修6Unit5)
The power of nature--Using Language教案（新人教版选修6 Unit 5）Teaching materialNSEFC Book 6 —— Unit 5Teaching aimsEnable the students to learn some information about The Lake of Heaven.Teaching important& difficult pointHow to help the students to get the information about the reading materials.Teaching aidstape recorder, slidesTeaching proceduresStep1 Warming upT: Have you ever been to some natural sceneries? Now let’s look at some pictures of some sceneries.The Lake of Heaven. Mount Tai jiuzhaigouMount Huang fuxianhu the west lakeStep 2 Fast readingRead the text quickly and find out the key words(关键词）of each paragraph.Paragraph 1 ChangbaishanParagraph 2 TianchiParagraph 3 storiesParagraph 4 coinStep 3 Careful ReadingRead the passage carefully and finish the following tasks. Paragraph 1 ChangbaishanParagraph 2 TianchiParagraph 3 Fill in the blanks with some persons or animals to complete the chart.Three young women bathingfrom heaven a birdflewThe Manchupeopledropped father fruitA handsome gave birth toboy swallowed The youngest girlpregnantParagraph 4 coinYou and your ______ one drop a ____ into the clear, blue water to ________ your love will be as _____ and _______ as the lake. Keys: loved; coin; guarantee; deep; lastingStep 4 Detailed reading1. In what province is Changbaishan?In Jilin Province.What is a nature reserve? Why is Changbaishan a famous nature reserve?A place kept in its natural state for people to enjoy. The largest one in China.What is the most popular tourist attraction in the reserve? Tianchi, or the Lake of Heaven.4. What does Tianchi mean? How is Tianchi formed?The Lake of Heaven. In the crater of a dead volcano.5. What is the connection between the Manchu people and Tianchi? The story of the father of Manchu people.Step 5 DiscussionIf you were a tourist guide（导游）, how would you introduce the Lake of Heaven in Changbaishan to the tourists?ChangbaishanTianchistorycoinThe Lake of Heavenin its four seasonsSpring summer autumn winterStep 6 HomeworkSurf the Internet to find more information about the Lake of Heaven.。
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
人教版高二英语选修六Unit5ThepowerofnatureWriting课件19张
才能给读者留下深刻的印象。
3. 景区有众多的宫殿、园林景观及寺庙建筑 另外，该邮件为私人信件，故语言应遵循礼貌原则，但又需避免过于正式。
精编优质课PPT人教版高二英语选修六Unit 5 The power of nature Writing课件(共19张PPT)(获奖课件推荐下载)
2. 介绍景点。
普通表达
高级表达
Located / Situated
The Mountain Resort in Chengde, Hebei
is in Chengde, Hebei Province, the
Province. It is one of Mountain Resort is
China’s four famous regarded as one of
gardens.
China’s four famous
gardens.
精编优质课PPT人教版高二英语选修六 Unit 5 The power of nature Writing课件(共19张PPT)(获奖课件推 荐下载 )
精编优质课PPT人教版高二英语选修六 Unit 5 The power of nature Writing课件(共19张PPT)(获奖课件推 荐下载 )
精编优质课PPT人教版高二英语选修六 Unit 5 The power of nature Writing课件(共19张PPT)(获奖课件推 荐下载 )
二、谋篇布局 该写作任务开头和结尾已给出，所以我
们只需要写出正文部分即可。该邮件的正文 可分为以下三部分：
第一部分：引出话题，说明写信目的； 第二部分：介绍景点； 第三部分：总结评价并表达祝愿。 三、组织语言
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。
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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 既为 独立主格结构）
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。
5. As soon as we had stopped the car, we put on our protective clothing. having stopped the car, we immediately put on our protective clothing.
6. Because l had spent all night watching
the volcano erupting, I was very tired the next day.
having spent all night watching the
volcano erupting, I was very tired the
next day.
7. As I came out of my house,
4. When she woke up in the middle of the night she saw her room was as light as day.
waking up in the middle of the night,
she saw her room was as light as day.
would flow through the village.
3. Because I had experienced
earthquakes before, I wasn’t
frightened. Having experienced earthquakes before, I wasn’t frightened.
I saw the volcano erupting. Coming out of my house,
I saw the volcano erupting.
8. As I had never seen a volcano
erupting before, I was very excited. Never having seen a volcano erupting before, I was very excited.
用法 时间
例句 Walking along the street, I met Mary. (= While I was walking along the street….) 在街上走的时候，我遇到了玛丽。 Being tired , I stopped to take a rest. (= Because I was tired, ….)因为疲倦，我停 下来休息。 Turning to the left, you will find the schoo. (= If you turn to the left, ….)向左 走，你就会找到那个学校
Ex:
Rewrite the sentences using the presen or the perfect –ing form of
the underlined verbs. The first two
have done for you .
1.When they heard about the volcano they
《高中英语》
选修(模块）6-5.1
Period 4 grammar
Review the usage of –ing form. Examine the sentences beloew and discuss in what way the structures similar to each other and in what way they are different
ran down to the village.
hearing about the volcano, age.
2. After the scientists had studied the information they predicted that the lava would flow through the village. having studied the information, the scientists predicted that the lava
bag. (=he came into the room and put
down his bag.)他走进房间，放下提包。
Having brushed his teeth，Mr. Brown
came downstairs for breakfast.
布朗先生刷过牙，就下楼来吃早饭。
(此句如写成:Brushing his teeth,
例如: 误: Having been told many times，but he still couldn’t understand it。 正: He was told many times, but he still couldn’t understand it。或 Having been told many times， he still couldn’t understand it。
原因
条件
让步 Knowing where I live, he never come to see me .(= Though he knows where I live, ….)尽管他知道我的住处，但从不来看 我。 伴随 I stood there, waiting for her. (= …, and waited for her.)我站在那儿等她。 结果 It rained heavily, causing severe flooding in the area.(= It rained heavily so that it caused severe flooding in the area.)在这个地方雨下 的如此大，以至引发了洪灾。
-ing的一般式和完成式现在分词
都可以表示先后接连发生的动作。
在可能引起误解的场合应该用完
成式现在分词表示先发生的动作。
例如:
Opening the drawer，he took out his
wallet. (=He opened the drawer and took
out his wallet.)他打开抽屉，拿出钱包。 Coming into the room，he put down his
例句
(Having been) written in haste, the book has
some faults. 这本书因仓促写成，所以有些缺
憾。
3. 使用-ing 形式需注意 的几个问题。
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。 My wife had a long talk with Sally, explaining why she didn’t want the children to play together我妻子与莎莉 谈了很长时间，解释她为什么不想让孩子 们在一起玩。(现在分词explaining是句子 主语my wife做的动作，它们之间是主动
2. –ing形式的完成式
句 主 Having +p.p. …, 主语+谓语 型动 被 (Having been)+p.p. …, 主语+谓语 动 用法 • –ing形式的完成式所表示的时间在谓语 动词之前 • 表示被动可直接用过却分词 例句 Having finished my work, I went home. (= After I had finished my work, ….)工作 做完只后，我就回家了。
Having + past participle (the perfect –ing form) to refer to an action that took place before the time expressed by main verb.
小结-ing 形式的用法
1. –ing 形式作状语
Homework
Finish the dialogue exercise 6 on Page 37.
Looking carefully at the ground, I made my way to the edge of the crater. The –ing form used as an adverbial
Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.
Mr. Brown came downstairs for
breakfast.可能指“边刷牙，边下楼’。)
分词的否定形式是在分词短语前面 加上 not, never等否定词构成。例如:
Not fearing the fire, the childtouched and got a finger burnt. 小孩儿不知道怕 火，用手去摸，把手指烫了。 Not knowing how to find the subway, I asked a policeman for help. 我不知道怎 样找到地铁，就去找警察帮忙。