M5U2语法讲解+Word power教案

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m5-u2 word power (牛津译林版)课件

Word power
授课教师刘淑英
Brainstorming
What words occur to you when we talk about environment?
P26
What compound words can you think of when we talk about environment?
Write at least six words that include the Prefix ‘eco-’.
activity development friendly
ecology
eco-
tourism
protection disaster catastrophe
Homework
Preview Grammar and usage in this unit.
of Ecoville write an advertisement. Fill in the blanks with words from the previous page.
P.27;C
1. environmental 2. ozone layer 3. ecosystem 4. energy 5. fossile fuels 6. eco-friendly 7. harm 8. ecotourists
1.What type of hotel is it?
2.What kind of energy does th?e hotel wash the shee
1.What type of hotel is it?
An environmentally friendly hotel.
clear-cut logging

英语必修5译林牛津版Unit2第5课时表格教案wordpower

英语必修5译林牛津版Unit 2第5课时表格教案（word power）课题M5U2 Theenvironment课时8-5word power主备人授课时间教学目标1. Enlarge students’ vocabulary about the environment protection.2. Practice students’ reading and speaking ability.3. To know something about how to protect the environment.教学重、难点1.To learn how to form new words related to “eco”, “bio” and “astro”.Learn their meanings.2.Enlarge students’ vocabulary.教、学具slides预习要求Review the reading教师活动内容、方式学生活动内容、方式旁注Step I: GreetingsGreet the whole class as usual.Step II: Lead-in (read a brochure)Read this brochure about a new, environmentallyfriendly hotel which is openingNow, please try to find as many words aboutenvironment protectionFor example:ecotourists, ecosystem, ecoville, eco-friendly,ecovilleCan you guess the meanings of all these words with“eco”.The prefix ‘eco- ’ comes from Greek andmeans ‘earth’. It is used in many words to talkabout the environment, such as ‘ecology’ and‘eco-tourism’. Write six words that include theprefix ‘eco- ’. Use your dictionary if you need to.ecofriendly, eco-travel, eco-trip, ecotourists,ecoville, ecosystemStep III: Learn some words and phrases aboutthings that are bad for the environment.When we talk about things that are bad for theenvironment, many of the words that we use arecompound nouns. Use the compound nouns in thebox to label the pictures.Clear-cut logging opencast miningslash and burn farming ozone layeracid rain global warmingStep IV: Write an advertisement.Help the managem ent of Ecovilla write anadvertisement.Fill in the blanks with the words from theprevious page.Step VI: Homework:Finish the exercises in your workbook.高考链接—拓展阅读So much to do, so little time. So much infonnation, so little time to read it. In this age there is more information than ever before. There is not enough time to read everything wewant to read. However, you can consume more information in shorter time through speed-reading. This article will not makeyou read 3,000 words per minute, but it will show you how to increase your speed significantly. You will also learn the basictechniques of sp eed-reading, along with the dos and don' ts of speed-reading.When you first learned to read, you would say the word out loud and sound it out. Then you might whisper theword because people can become annoyed when you read aloud. The stage you are now at is saying the word in your head. Most people tend to read this way. Saying the w ord in your head will cut your reading speed tremendously (极大地).How do you calculate your reading speed? The speed is measured by how many words per minute you can read. Get some reading material, pr eferably a book. Find out how many words are on the page. Time yourself for one minute. Start your timer and start reading. When the timer beeps, stop. If you counted 500 words on the page and you read half of the page, and then you are probably reading at 250 words per minute.The first thing about speed-reading is looking at the word and recognizing it. Don't say the word in your mind, just look at it and recognize its importance. Later you will recognize clumps of four words or more to increase your speed. This is the first and most important step in speed-reading.The next step is technique. As with any other skill, speedreading requires technique. You should first be sitting up straight with your book flat on a horizontal (水平的) surface, such as a table or desk. Next,you should be able to see the entire page. This is necessary if you want to recognize clumps of words. Lastly, you should be focused. It' s hard to read with a lot of noise. Find a quiet place to read. This will help your understanding of the text.You need something to guide your eyes while reading. That's right, you should use your hand. Remember when you were little, you would read using your finger. That is a great technique, only now you're using your hand to underline each line. Move your finger smoothly across the page. No need to go rush, start out slow. Keep your eyes focused on the words as you rec ognize them while using your hand as a guide. This will increase your'speed.The third step is practice. Practice makes perfect. Set time intervals (间歇). Read using different techniques, but make sure you understand what you are reading.1. Which of the following statements is true according to the text?A. Now there is limited information than ever before.B. Now conditions ask people to use less time to know more information.C. Now people can read what they like.D. The less you read, the more time you will spend.答案：B 指导：咱们那个时期的信息比任何时候都多。

译林牛津unit2wordpower教学案

译林牛津 unit 2 word power 教学案高一英语教学案（七）Unit 2 Growing Pains Word PowerEdited by TangLi2005 10 05I: Teaching aims:This section focuses on the differences between American English and British English. Some specific examples related to grammar, vocabulary and spelling are listed and presented to students. Students are required to identify and learn about the different expressions. They are expected to not only expand their prior knowledge but apply it practically.II: Teaching important points:List some differences between American English and British EnglishStudents are required to think about the following topics:Up to now we've learned English for several years. Do you agree there are some differences between American English and British English? In which aspects do these differences exist, pronunciation, spelling, grammar and different expressions? Can you demonstrate some examples of these differences?Students are required to list some differences that they already know. If possible, they can classify the differences into groups.Differences ExamplespronunciationspellinggrammarvocabularyIII. Requirements:1 Students are required to prepare for vocabulary learning(1) Ask students to focus on the examples listed in their books and let them distinguish these differences first.(2) Ask students to compare what they already know with these examples listed and encourage them to keep them in mind.(3) If possible, you can ask students to summarize all the differences between American English and British English.(4) Ask students to focus on the exercise and finish it individually first and then conduct a feedback activity. Then let them practise the dialogue with their partners.(5) Ask students to discuss the following questions:As we all know, the accents in American English and British English are partly different. Which do you prefer, American English or British English?Do you think it helpful for you to be aware of these differences?(6) Let students read the article in Part A in Reading on page 90 in Workbook, so that they can learn more about this topic. They may be asked to guess the meanings of some words from the context of the article, such as major, charming, episode, nature, naughty, caring, etc.2.Students are required to prepare for vocabulary extensionStudents are required to list some colloquialisms they already know.(1) Ask students to focus on Part A and have them finish the exercise individually first. Then conduct a feedback activity.(2) Ask students to continue with Part B, as there are more colloquialisms. Encourage students to think over and discuss with each other first. If students still can't work out the meanings, askthem to consult the dictionary.IV: Background Resources。

[VIP专享]M5unit2 wordpower教案

科目年级班级时间课题Module 2 Unit 2 Wordpower第课时教学目标Learn some new words and enlarge Ss’ vocabulary.重点Make the students talk about places, adventures and instruments freely.Learn the words by heart and try to use them.难点How to develop the students’ imagination.How to use the new words to solve problems.教学用具学习用具教学过程Step 1. Brainstorming1. Ask the students to think about the following questions：A).From our own experience, when we go on a tour with a travel agency, what kind of things do we take?B).Suppose you want to plan a holiday with your friends, what kinds of things will you plan to take? What about planning an adventure holiday?2. Ask the students to read Part A and summarize the items Colin wants to take on his holiday. Fill in the following diagram.What to take Why to take them3. Ask the students to have a brief discussion on the topic in pairs:1)Do you think Colin has made good preparations for his travels?2)If you were his best friend, what suggestions would you give him?Step 2. Vocabulary learning1. Think of all the items Colin has packed for his holiday and ask the students to write their answers on the blackboard.2. Ask the students to compare their answers with the items listed in Part B. Consult each other or the dictionary wherever meeting with difficulties.3. Pay attention to students’ pronunciation and spelling.4. In pairs ask each other questions and try to explain the reasons why these items are necessary for an adventure trip. The teacher may begin your conversation like this: Student A:What items has Colin packed?Student B:Candles.Student A:Do you think candles are necessary?Student B: Of course they are,especially at night when there is no electricity.5. Ask the students to read the letter in Part C. Try to understand the letter first and then choose the proper words to make the letter meaningful.Answers:C (1) boots (2) parka (3) towel (4) tent/sleeping bag (5) sleeping bag/tent (6) waterproof matches (7) compass (8) torch (9) candles (10) water purifying tablets (11) pan (12) book (13) camera (14) fihn (15) first aid kit (16) pocket knifeStep 3. Vocabulary extension1. Let's discuss the following questions:Is Colin really well-equipped for the journey?Is he missing something very important?2. Read the instructions for Part D and try to complete the items individually. Consult each other or dictionaries before asking help from the teacher.3. Do Part B 1 and B2 on page 89 in Workbook to get more familiar with the text and the usage of the words in it.Answers Part B1 (page 89)1. endless2. surround3. viewer4. towers over5. beauty6. northwards7. speechless8. vast9. freely 10. perfectPart B2 (page 89)1.is surrounded by2. provides with3. look like4. covered with5. are joined together6. between and7. feed on8. discovered9. stay10. in harmony withStep 4.Summary and HomeworkLet the students to remember all the useful words and expressions what we have learned today.板书设计教学后记科目年级班级时间课题Module 2 Unit 2 Grammar and usage第课时教学目标Learn the grammar ‘Future continuous tense重点Use the future continuous tense correctly.难点Differ the various kinds of tense clearly.教学用具学习用具教学过程Step 1. GreetingsGreet the students and check their homework.Step 2. Introduction to future continuous tenseContinuous (Progressive) TensesVerbs in Continuous Tenses always express "actions" that are in progress during the time framework indicated: present, past, future, or any of the perfect timeframes.Continuous Tenses always engage the verb "BE," which expresses the timeframe of the action in progress. The main verb is always in the continuous form (ING).Future continuous tenseThe Future Continuous Tense applies the verb "BE" in the Future Tense (WILL BE). The main verb is always in the present participle form. Or to make it clear, it is formed by using will be or shah be with the verb form ending in -ing.The Future Continuous Tense is used to express an action expected to be in progress at another relative time in the future or to describe an ongoing or continuous action that will take place in the future. An adverb of time that indicates the future, is often used with the future continuous tense, e.g.:1) I will be eating dinner with my friends at 7 tonight.2) I will be riding the bus at 11:303) At this time next year, I'll be scuba diving off Mexico.4) What will you be doing when new year arrives?4) We 'll be having dinner when the film starts5) Take your umbrella. It will be raining when you return.6) Next week we will be having a party. Can you come?7) The fog shall be covering the land and sea.8) The temperature will not be rising above 11 ?C9) Next week, Dr Tanaka will be presenting her ongoing research into genetically modified plants.10) Dr Tanaka will be investigating issues of biodiversity with colleagues in the United States when she takes up her scholarship.11) Changes in government funding for universities will be aiming to stop Australians who have technical and scientific expertise leaving the country.12) Many countries shall be signing an agreement on controlling greenhouse emissions in the hope of limiting the depletion of the ozone layer.Step3. More about Future continuous tense1. Compare the following sentences, and find the differences between them.1) Toby will be climbing in the Himalayas all next week.（the action climbing in the Himalayas will be a continuous activity next week and Toby will probably not do other things.）2) Toby will not be in London on 5th September. He will be climbing in the Himalayas.（the action climbing in the Himalayas starts before 5th September and probably continues after it.）3) Toby will go and climb in the Himalayas next week.（will +the base form of a verb expresses future with intention. The speaker announces a deliberate future action in accordance with Toby's wish.）2. Go over Point 1 on page 28 to get familiar with situations in which the future continuous tense is usually used.3. Discuss how to form the future continuous tense in statements, in questions and in short answers, and then go over Point 2 on page 28.4.Go over the exercises on page 29. Read the note first to find out what Wang Hailing, the boss, wants David to do. Then read the schedule to find out what David is going to do from 13th June to 30th June.5. Complete the reply by David. Pay attention to the forms of the verbs or auxiliary verbs used.Answers (1) traveling (2) will be (3) will be (4) will (5) will be exploring6. Do Part C1 on page 96 in Workbook to get more practice with the future continuous tense Answers Part C1 (page 96)1 am planning will be helping2 will be waiting will be standing will be having3 have been practicing will be giving4 Will be using will be staying Step 7.Summary and Step4.Homework Today we have learned a letter about an adventure in Africa, and we learned the reading strategies of a letter. After class, I’d like all of you read the letter and try to retell it. And think about the following questions, you may write your answers down.1. If you were offered a chance to go traveling around the world, which place would you like to visit most and why is that place your favorite?2. Adventures are demanding and challenging. From your own point of view, why do many people risk their lives for these kinds of adventure? Do you think it is worthwhile for them to do this? Why?板书设计教学后记科目年级班级时间课题Module 2 Unit 2 Grammar and usage第课时教学目标Learn the grammar ‘Future in the past’重点●Use the Future in the past correctly.难点●Differ the various kinds of tense clearly.教学用具学习用具教学过程Step 1. GreetingsGreet the students and check their homework.Step 2. Introduction to Future in the pastFuture tense: In linguistics, a future tense is a verb form that marks the event described by a verb as not having happened yet, but expected to in the future.The Simple Past Future(The Future-in-the-Past Tense) 过去将来时The past future tense is used to indicate future time within the past. It has two purposes. First, it is used in the reported speech to express what is expressed in the actual speech by the future tense.Second, it is used to express various degrees of supposition.Form l: would+ 动词原形would 可简缩为:I'd, you'd, he'd 等:would not 常简缩为wouldn't.Form 2: was/were going to +动词原形Form 3: was/were (about) to +动词原形Form 4: was/were+ -ing e.g.:1) I told him I should visit it at three o'clock.2) I didn't know if she would come.3) I wasn't sure whether he would do it.4) It was said that the building would be completed in a year.5) We asked him where we should go to work next week.6) He said he would write to me as soon as possible.7) I was told that we would be given an exam soon.8) Lei lei said that she would visit her uncle the next Saturday.9) I'm here because they/he told me to come back when I had my phone number。

牛津版高中英语模块unit2wordpower教案1

牛津版高中英语模块unit2wordpower教案1高一年级英语组集体备课第三周集体备课材料主题:Unit2 word power＆Grammar中心发言人:Period 4 Word power整体设计教材分析Word power包含了两部分。

第一部分是Formal and informal English, 给出了常见正式英语和相应的非正式英语的相关表达, 让学生做出比较并尽可能列举更多的类似表达。

随后给出一封以非正式语体书写的英文信, 要求学生将其改写为正式语体。

通过这两个练习, 旨在使学生意识到语言应用场合的重要性, 了解何时应使用正式语体、何时使用非正式语体。

第二部分是有关世界各国的官方语言和国旗辨识的内容。

通过提问, 要求学生快速认知此类内容。

三维目标1. 知识与技能1)Enlarge the students’ vocabulary.2)Get the students to know about formal and informal English，and know something about countries and their official languages.3)Through the listening practice, help the students know more how to improve their English.2. 过程与方法Talk to improve the students’ speaking ability.Practice to get the students to ma ster what they’ve learnt.Discuss to make every student work in class.3. 情感与价值Learn something about English culture. After this period, let the students know formal and informal English.教学重点Make the students know something about formal and informal English.Master the words in this part and use them freely.教学难点How to make the students use this skill freely to solve some problems.教学过程教学设计（一）→ Step 1 Revision and lead-inSelect some words and phrases often used in spoken English, and then point out informal English expressions.T: Read the following sentence and find which part you think is informal.T: I am sorry to say that a lot of your answers to those questions in your homework are not precise, so you must think about them.Then ask students to present some other examples.Formal and informal EnglishFormal English Informal Englisha large amount/number of a lot ofarrange sort outchild kiddiscard throw awayI regret to inform you. . .I’m sorry to say. . .immediately right awayin addition plusIt is my hope. . .hopeprevent stoppurchase buyreply answerspeak to have a word with take my concerns into consideration think about it→ Step 2 PresentationAsk the students to read the introductions to formal and informal English . Formal English is more common in writing, while informal English is more common in speaking.Ask the students to compare the formal English words with the informal English words listed in the chart on page 26.→ Step 3 PracticeAsk the students to practice what they have learnt above.First the teacher points out the informal places while the students are reading the letter.Then rewrite the letter in formal English.→ Step 4 Word power(Group work)T:1. How many languages are spoken in the world today? (About 6, ooo)T:2. Do you know the ten most widely spoken languages? What are they? (They are Chinese, English, Hindi, Spanish, Russian, Arabic, Bengali, Portuguese, Malay and French. )1)Organize students into groups of four and provide each group with a word map. Have each group write down as many names of countries and their official languages as possible.Use the following diagram as a pattern to organize the information.P272)Then have the students finish Part A and share their answers with their group members.3)Ask the students to fill in the blanks of the following diagram about country, official language(s), people and capital, which help the students enlarge their vocabulary.People Capital Country Officiallanguage(s)Australia English Australian CanberraGreece Greek Greek AthensSpain Spanish Spanish MadridEgypt Arabic Egyptian CairoRussia Russian Russian MoscowFrance French French ParisMexico Spanish Mexican Mexico CityJapan Japanese Japanese TokyoItaly Italian Italian Rome4)Discussion(groups or pairs):What do you think the official languages of the United Nations are?→ Step 5 Listening practiceAsk the students to do the exercises in Parts A and B in listening on Page 104 in their Workbook. Let them know more about how to improve their English.→ Step 6 Summary and homeworkWe’ve known something about formal and informal English, deal with some words and expressions related to languages, and go over the names of countries and their language(s). Use these skills to enlarge or reinforce your vocabulary and try your best to improve your English.Homework:1. Go over what we learned in this period.2. Preview the next lesson.。

牛津高中英语模块五Unit2, Word power 板块教学设计

牛津高中英语模块五Unit2, Word power 板块教学设计牛津高中英语Word power板块是新教材中出现的一个新板块，它旨在科学地、有效地、有趣地扩充学生的词汇量。

Word power在设计上采用了与该单元主题相照应的思路，内容上不受课后词汇表的限制，期冀在同一语意场中通过语境的辅助以及构词法等相关知识的输入实现学生词汇的扩展。

Word power的最终目的就是为了培养学生的构词识记的能力和联想归纳的能力。

一、设计思路：本节课采用任务型教学途径，在多媒体教学环境下实施大容量、快节奏的课堂教学。

围绕拓展有关环境的词汇以及培养词汇应用技能为最终目的，通过由浅入深的引导，各个教学活动环环紧扣，训练的侧重点各不相同，但训练的综合度逐步加大，能力要求逐步提升，逐渐实现从语言的输入和内化到语言成果的输出，以激发学生的学习兴趣，提高学生运用语言的综合能力。

先通过香格里拉图片，引导出ecotourism这一主题并进一步邀请所有同学共同去了解生态酒店Ecoville。

在本课的第二部分，采用启发式教学，鼓励同学们根据视频和图片，自主学习与自主发现建立生态酒店的原因，并借助worksheet上的英文解释，准确推测出所有与环境污染有关的词组的含义。

随后引导同学阅读旅游小册子上的酒店简介，掌握更多有关生态环境保护的词汇，并通过完成一则广告及时进行巩固和检测。

最后，邀请所有同学积极讨论，运用所学内容，写出自己心中的理想生态家园ecohome。

二、教材分析：本课内容是牛津高中英语模块五第二单元Word power。

本课要求学生能够掌握与本单元课题The environment相关的单词与词组，包括环境污染方面的词组与有关生态环境保护的单词。

本课所涉及的词汇都比较难理解，因此，课前设计时，针对教材的特点和学生的能力，本着“引入、阅读、应用、探索、拓展”的原则做了如下尝试：灵活处理教材，创意地将第二部分与第一部分顺序对调。

M5U2word_power正式课件

B.Some compound nouns to describe bad things for environment.
• Describe the pictures in Part B. • Explain the meanings in simple English.
acid rain
slash and burn farming
5. 怀特先生宣布他们公司将把电脑的产量削减百分只是十。(cut back on) Mr White declared that the company will cut back on production by 10%. 6. 良好的计划是完成这项任务的关键。(the key to) Good planning is the key to finishing this task. 7. 去年这所学校的教师人数净增了20%，而学生数量增长到了3，000人。(grow to/by) The number of teachers in this school grew by 20% this year while the number of students grew to 3,000.
check our homework P98 A1)
A2) 1
1c 2 b
3d
a) cut down b)cut back on 2 a) lie b) lay c) lies d) laid
3 a) products b) production c) produce
• products 产品
• production 产量 • produce 农产品，天然产品或工业产品的总称，不可数名词
clear-cut logging

高二英语Unit2WordPower教案

高二英语Unit2WordPower教案Lesson plan of unit2wordpower for senior tw o高二英语Unit2WordPower教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

高二英语unit2 word power教案teaching aims:l to learn formal and informal englishl to complete the relevant exercisesto consolidate itteaching procedure:step one: brainstormingshow students an informal letter and ask them tofind out too formal expressions.step two: informal expressionsask students to judge which expression is better and which is informal.show students some formal and informal english .step three: languages in different countriesshow a form and let students know one or twolanguages are spoken in a country. and the country andits people.step four: listeningask students to do the listening exercise and check answers together.step five: homeworkgo over what they learnt in the periodpreview the next lesson.get more information about un-------- Designed By JinTai College ---------。

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U2 Grammar &Word Power
一、
1、the tenses anf voices of verb-ing
主动被动
一般writing being written
完成having written having been written
① He hurried home, looking behind as he went. （一般式）
② Having finished their work, they had a rest. （完成式）
③The large building being built is a library. （被动语态）
④ Having been shown the lab, we were taken to see the library.（被动完成式）
二、
1、Attribute
an interesting book
the man sitting by the window
boiling water
the bridge being built
1) 现在分词用于名词前，用来修饰该名词，功能上相当于形容词；也可用于名词后，并可改写为定语从句。

①The girl writing a letter there can speak English very well.
＝The girl who is writing a letter there can speak English very well.
②The factory making TV sets is very large.
＝The factory which makes TV sets is very large.
2) 与动名词作定语的区别(PPT 10-11)
动名词作定语表名词的作用或功能，现在分词作定语表名词正在进行的动作。

3) 与过去分词,不定式作定语的区别(PPT 12-13)（PPT13超链接返回至PPT7）
①过去分词做定语与其修饰词之间是动宾关系或过去分词表示的动作以完成。

②现在分词作定语表示动作正在发生，与修饰词是主谓关系。

③不定式作定语表示将要发生的动作。

the house being built/to be built/built正在被建/将要被建/建好了的房子
2、Adverbial
①Seeing the teacher entering the room, the students stood up.
②Being a student, he was interested in sports.
③Having written the letter, John went to the post office.
现在分词作状语时，注意如下三点：
1. 相当于相应的从句(PPT 6-8)
Rewrite sentences
1) Because he knew that there was a dog outside, the little boy didn’t open the door.
= Knowing that there was a dog outside, the little boy didn’t open the door. （原因）2) The couple went shopping. As a result, they left their eldest daughter alone at home.
=The couple went shopping, leaving their eldest daughter alone at home. (结果）
3) Time permitting, I will meet you for lunch.
= If time permits, I will meet you for lunch. (条件)
4) Asking around, I find many people willing to pay slight higher prices for things that are environmentally.
= when I ask around, I find many people willing to pay slight higher prices for things that are environmentally. （时间）
3、分词的逻辑主语就是全句的主语
He traveled on the plane like this, keeping the tortoise hidden in a blanket. (keeping的逻辑主语和句子的主语一致，都是he)
_______ through the park, beautiful flowers could be seen everywhere. (B)
A.Walking
B. When I walked
C. Walk
D. Walked
4、现在分词作状语时有不同的时态与语态
1) 完成主动式
Having finished her homework, she went to bed.
Having heard this, the woman astronaut expressed her satisfaction.
分词所表示的动作发生在句中谓语动词所表示的动作之前，一般在句中作时间或原因状语用，不能做定语用。

2) 一般被动式
表示正在发生的被动动作,在句中作定语或状语。

The car being repaired is mine.
＝The car which is being repaired is mine.
Being repaired, the car can’t be used.
＝As/Because it is being repaired, the car can’t be used.
3) 完成被动式
表示发生在谓语动作之前的被动动作，在句中多作状语，不能作定语。

Having been praised a second time, I decided to make still greater progress.
Having been asked to stay, I couldn’t very well leave.
5、extensions
1. 非谓语动词的否定式均为not+非谓语动词
现在分词的否定形式not + 现在分词（完成的否定式not 放在having之前）Not knowing how to dye the silk red, he went to her for help.
Not having heard from her son for a long time, the mother worried a great deal.
2. 一些独立结构：
①Generally speaking (speak), we have learnt a lot in this school.
②Judging (judge ) from his appearance, he is somebody.
③To tell ( tell ) you the truth, your work is terrible.
6、Exercises
1. Story-telling
2. Multiple choices
[Explanation]
Word Power
1.Predicative
表示主语的特征,状态等,一般接在联系动词后面
与过去分词作表语的区别
凡表示“令人……的”都是-ing形式，凡是表示“感到……”都用-ed形式。

interesting使人感兴趣的interested感兴趣的
exciting令人激动的excited感到激动的
delighting令人高兴的delighted感到高兴的
disappointing令人失望的disappointed感到失望的
encouraging令人鼓舞的encouraged感到鼓舞的
pleasing令人愉快的pleased感到愉快的
puzzling令人费解的puzzled感到费解的
satisfying令人满意的satisfied感到满意的
surprising令人惊异的surprised感到惊异的
worrying令人担心的worried感到担心的
2.Object complement
They think of businessmen hiding from their responsibilities for the environment. （现在分词hiding做宾语补足语，补充说明宾语businessmen)
We can see steam rising from the wet clothes.
Can you hear her singing in the next room?
Don’t keep the students doing homework all day.。