英語選修六第五單元單詞怎麼讀

⑴ 高中英語選修六知識點

許多國家在基礎教育發展戰略中，都把英語教育作為公民素質教育的重要組成部分，並將其擺在突出的地位。接下來我為你整理了高中英語選修六知識點，一起來看看吧。

高中英語選修六知識點：詞語

abuse n. & vt. 濫用;虐待

stress n. 壓力;重音 vt. 加壓力於;使緊張

ban vt. 禁止;取締 n. 禁令;譴責

e adj. 欠款的;預定的;到期的

e to 由於……

automatic adj. 無意識的;自動的

mental adj. 精神的;智力的

effect n. 結果;效力

strengthen vt. 加強;鞏固;使堅強 vi. 變強

decide on 對……作出決定

feel like (doing) 想要(做)……

desperate adj.絕望的，拚命的

disappointed adj. 失望的;沮喪的

ashamed adj. 感到慚愧或羞恥的

in spite of 不顧;不管

take risks (a risk) 冒險

get into 陷入;染上(壞習慣)

at risk 處境危險;遭受危險

awkward adj. 局促不安的;笨拙的

come about 發生;造成

subscribe to 同意;訂購

quantity n. 量;數量

quantities of 大量的

tend vi. 趨向;易於;照顧 vt. 照顧;護理

go up 上升;增長;升起

result in 導致

oppose vt. 反對;反抗;與(某人)較量

opposed adj. 反對的;對立的

be opposed to 反對……

state vt. 陳述;說明

range n. 種類;范圍

even if 即使

keep on 繼續

glance vi. 看一下;掃視 n. 一瞥

steady adj. 平穩的;持續的;穩固的

steadily adv. 平穩地;持續地

tendency n. 傾向;趨勢

widespread adj. 分布廣的;普遍的

on the whold 大體上;基本上

average adj. 平均的

on behalf of 代表……一方;作為……的代言人

put up with 忍受;容忍

so long as 只要

an so on 等等

circumstance n. 環境;情況

longside adv.在旁邊;沿著邊 prep. 在……旁邊;沿著……的邊

appoint vt. 任命;委派

wave n. 波浪;波濤 vi. 波動;起伏;揮手

absolute adj. 絕對的;完全的

absolutely adv. 絕對地;完全地

suit n. 一套外衣;套裝 vt. 適合;使適宜

make one’s way 前往

potential n. 潛在性;可能性;潛能 adj. 可能的;潛在的

actual adj. 實在的;實際的

shoot (shot, shot) vt. 射中;射傷

anxious adj. 憂慮的;不安的

anxiety n. 擔心;焦慮;渴望

panic (panicked, panicked) vi. & vt. 驚慌 n. 驚慌;恐慌

glance through 匆匆看一遍

vary from…to… 由……到……不等

guarantee vt. 保證;擔保

高中英語選修六語法知識點

一、“it”的用法

1. it可指代前文提到的事物;替代前文中的內容;指代一位性別不明的小孩或未知的人;指代未指明但談話雙方都知道的那件事;指代時間、天氣、氣候、距離等自然現象。

2. it用作形式主語，不定式、動名詞或主語從句做真正主語。

It worries me that he keeps changing his mind.

3. it作形式賓語，不定式、動名詞或賓語從句做真正賓語。

He didn't make it clear when and where the meeting would be held.

4. 表示“喜歡、恨”等心理方面的動詞，後面接it，然後再跟賓語從句，it代指從句所表達的內容。此類動詞有hate，dislike，enjoy，appreciate等。

I'd appreciate it if you would like to teach me how to use the computer.

5. 強調句型：It is/was+被強調部分+ that(who)...

強調句型用來強調謂語動詞/定語以外的任何句子成 分。當被強調部分是人時也可以用who。

(1)強調句用於一般疑問句：Is/Was+被強調部分+that+其他部分。

(2)強調句用於特殊疑問句：疑問詞(被強調部分)+is/was+ it+ that+其他部分?

(3)在強調原因狀語從句時，只能強調由because所引導的從句

例：It was because he was ill that he didn't come to school yesterday.

(4)在強調not...until結構時必須把not與until一起放到被強調的位置上

例 It was not until she took off her dark glasses that I realized she was my brother.

(5)如何判斷是否是強調句

可把 It，is / was和that 去掉，剩餘部分在不增減任何詞的情況下還是一個完整的句子，那麼這種句子是強調句。

It was in the street that I met her father. →In the street I met her father.

It was because she was ill that they didn’t ask her to do the job. →Because she was ill, they didn’t ask her to do the job.

二、動詞ing形式

動名詞

動詞的ing形式如果是名詞，這種形式叫做動名詞。動名詞具有名詞的性質，因此在句中可以作主語、表語、賓語、定語等。

一. 動名詞的四種形式及其意義

①基本形式：doing (表示主動)

②被動式：being done(表示被動)

③完成式：having done(表示主動和完成)

④完成被動式：having been done(表示被動和完成)

例如：

Travelling in space by ordinary people will be common in the future.

在未來，普通人在太空旅行將會是普遍的事情。

Freddy and his band could go nowhere without being followed by their fans.

Freddy和他的樂隊到哪裡都被他們的粉絲跟著。

I have no idea of his having done such a thing against you.

我不知道他做過這樣一件違背你的事情。

Many customers complain of having been given short weight at that shop.

很多顧客抱怨在那家商店被缺斤少兩過。

二. 動名詞的語法功能

動名詞在句中可以做主語、賓語、表語和定語等。

Learning English is very difficult .(作主語)

學英語非常困難。

I enjoy dancing.(作動詞賓語)

我喜歡跳舞。

I have got used to living in the country.(作介詞賓語)

我已經習慣了住農村。

His job is driving a bus.(作表語)

他的工作是開車。

The washing mashine woks well.(作定語)

這台洗衣機非常好用。

三. 注意事項

1. 只接動名詞(不能接不定式)作賓語的28個常用動詞

practice、consider、enjoy、finish、give up、imagine、keep、put off、risk、suggest、admit、advise、allow、appreciate、avoid、delay、deny、discuss、dislike、escape、excuse、fancy、forbid、mention、 mind、miss、permit、prohibit

2. 既可接不定式也可接動名詞，但含義完全不同的8個動詞

remember to do sth. 記住要做某事(未做)

remember doing sth. 記得做過某事(已做)

forget to do sth. 忘記去做某事(未做)

forget doing sth. 忘記做過某事(已做)

regret to do sth. 遺憾要做某事(未做)

regret doing sth. 後悔/抱歉做過某事(已做)

try to do sth. 努力做某事

try doing sth. 嘗試做某事

mean to do sth. 計劃做某事

mean doing sth. 意味著做某事

can’t help to do sth. 不能幫助做某事

can’t help doing sth. 情不自禁做某事

go on to do sth. 繼續做另一件事

go on doing sth. 繼續做同一件事

stop to do sth. 停下來去做另一件事

stop doing sth. 停下正在做的事情

3. it 做形式主語，動名詞做真正主語位於句末的重要句型

It is no use/not any use/hardly any use/useless doing

It is no good / not much good doing

It is no worthwhile doing

It is a waste of time doing

現在分詞

一. 現在分詞的四種形式及其意義

①基本形式：doing (表示主動和進行)

②被動式：being done(表示被動和進行)

③完成式：having done(表示主動和完成)

④完成被動式：having been done(表示被動和完成)

He sat there，reading a newspaper.

他坐在那裡，讀著一張報紙。

The area being studied may be rich in coal.

這個正在被研究的地方可能富含煤。

Having finished my homework，I began to watch TV.

完成作業後，我開始看電視。

Having been told many times，she still can't remember it.

已經被告訴了很多次，她仍然記不住。

二. 現在分詞的語法功能

現在分詞在句中可以做表語、定語、狀語和補語等。

The story is interesting.

這個故事有趣。

He sat there，reading a newspaper.(作狀語)

他坐在那裡，讀著一張報紙。

The area being studied may be rich in coal.(作定語)

這個正在被研究的地方可能富含煤。

He saw the thief stealing some money from the bank.(作賓補)

⑵ 人教版高中英語必修選修課文 單詞 朗讀

必修一：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
必修二：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
必修三：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
必修四：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
必修五：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
選修六：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
選修七：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
選修八：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
選修九：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5
Using Language:Unit 1——Unit 5
選修十：
單詞：Unit 1——Unit 5
課文：Unit 1——Unit 5

⑶ 高中選修課程的英語詞彙是什麼

CHIN是中文，PE是體育，ART是視覺藝術，MATH是數學，ENG是英文，BAFS是企業、會計與財務概論，OPTION SUBJECTS是高中選修科的意思，LS是通識。

詞彙解析：

1、CHIN，CHINESE的縮寫

CHINESE

英[ˌtʃaɪ'niːz] 美[ˌtʃaɪ'niːz]

n.中國人；漢語

adj.中國的；中國人的；漢語的

例：My native language is Chinese.

我的母語是漢語。

2、PE

英[ˌpiː'iː] 美[ˌpiː'iː]

abbr.體育（=Physical Ecation）

例：PE class is one of my favorite classes.

體育課是我喜歡的課程之一。

香港高中課程制度：

實施九年免費教育之後，學生需要以校內考試成績作評級，決定能否升讀高中(中四、中五)。香港的中四及中五課程，大致上會文理分科，分開文、理、商科3個主流。教授科目均以香港考試及評核局舉行的香港中學會考考試內容為本，大多數高中學生均需要修讀至少6個科目，以符合升讀預科資格。

在修畢中四及中五課程後，所有學生均需參加香港中學會考，以決定能否升讀預科課程(中六、中七)。考試評分以最佳成績之6科計算，滿分為30分。除語文科以外，在單次考試取得不少於4科及格、或3科及格及5分以上則合符升讀中六的資格。

另外，香港高級程度會考的規定中，考生必需在應考高考的前1屆(即中六)或以前取得中英文科及格，故一般而言語文科不及格，尤其兩科語文科都不及格的的學生升讀預科會比較困難。

⑷ 人教版高中英語選修6《Unit 5 The power of nature》教案

人教版高中英語選修6《Unit 5 The power of nature》教案【一】

教學准備

教學目標

1. Knowledge objectives

Know that the -ing form can be used as various kinds of adverbials

Understand the differences among “doing”, “having done”, “being done” and “having been done”

2. Ability objectives

Master the usage of the -ing form as adverbials and properly use it in writing

Polish one’s writing with the -ing form as adverbials

3. Emotional objectives

Cultivate teamwork and confidence

Feel free to use English grammar in daily life

教學重難點

教學重點 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials

教學難點 Master the usage of the -ing form as adverbials and properly use it in writing

教學過程

Lead-in: Song appreciation

(1) Play the song Take 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 Choose

Task 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 been done”.

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 introced.

Step 2: We Change

Task 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 him as 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 Chat

Task 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: Writing

o 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: Sharing

o 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: Presenting

o 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: Summary

Summarize what we have learnt today:

o 6 kinds of adverbials

o 4 forms of -ing

o 5 tips

This is to remind Ss of what they have learnt today.

課後習題

Homework

o 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 writing skills.

人教版高中英語選修6《Unit 5 The power of nature》教案【二】

教學准備

教學目標

教學目標：

1 深入理解課文，分析文章長難句，培養快速閱讀、整體理解和寫作的能力。

2 通過合作探究，主動質疑，學會概括主旨，分析句子的方法。

3通過學習Sara的故事，培養學生在緊急情況下自救的意識和能力。

4以高度的熱情投入學習，享受英語閱讀的快樂,在原來基礎上有所進步。

教學重難點

教學重點和難點

重點:

1. Let students read the passage and get the main idea and the structure of the passage.

2. Help the students get the detailed information.

2. Get students to discuss and learn how to protect ourselves from disasters.

難點:

1. Develop students’ reading and writing ability.

2. Enable students to learn to how to protect ourselves and keep away from danger.

教學過程

教學過程：

課前環節：Check the answers.

學生活動：核對預習學案答案，自我檢查學生預習情況。

【設計意圖】核對預習學案答案，檢查學生預習情況,把課文中會影響學生閱讀理解的絆腳石掃除，為下文深層次的理解打好鋪墊。

課堂環節:Lead-in.Enjoy a short video and let students know the danger of flood.

學生活動：關注問題What happened to the lady? 帶著問題去觀賞。

【設計意圖】利用觀看網路視頻，引起學生自我保護、遠離洪水的意識。用視頻導入新課，能更好地激發學生學習英語的熱情，也能讓學生認識到洪水猛獸就在我們身邊，加強自我保護意識非常必要，學習自我保護嘗試非常重要。

Step1 Fast-reading ：Get main idea .

學生活動：快速整體閱讀並找一人到黑板展示答案，每空1分。

The text is a story about______, the mother of James, who was_________ by the flood，although her husband, _______had called to remind her of the danger.

Step2 Get the structure of the text.

學生活動：一人到黑板展示答案，每空2分。Step1&2可以同時進行。

Before the flood: Para1-----

During the flood: Para -----

【設計意圖】第一次閱讀，讓學生快速略讀，提高迅速獲取信息的技能，從總體上把握文章的主旨大意和篇章結構。

Step3 Careful Reading.

學生活動：仔細閱讀，規范書寫，小組交流，共同探究。每題3分。

1.Who told Sara to go to her mother’s house and why?

2.Who was in the house with Sara?

3.Why did Sara climb onto the roof of her car?

【設計意圖】這三個問題屬於細節理解問題，需要學生細致深入地詳讀課文，這能逐步培養學生的獲取具體信息和提取具體信息的能力。通過再次細讀文章，想讓學生獨立思考，小組交流，然後老師指正。老師設疑，學生質疑，通過師生共同探究，達到釋疑的目的，同時也鍛煉的學生的書面表達和概括能力。

Step4 Enjoy the sentences.

學生活動：合作探究，仔細分析，注重理解，背誦記憶，學以致用。每題5分。

1. If she went to her mother’s house, Tony wouldn’t get his present for days.

解析：if引導的是一個含有 _______ 的 ____ 狀語從句

翻譯：

2. Sara dressed baby James in warm clothes and collected the things that she would need for hom over the next few days.

分析：Sara發出兩個動作：________和________.that引導的是一個______從句，先行詞是

__________,在從句中作need的_______語。dress sb in…意思是：__________________

翻譯：

3. Using the car seat as a step, she climbed first onto the front of the car and then onto the roof.

“v-ing形式作狀語”的情況在文章中(Para2、3、5、6)共出現了六次，你都找到了嗎?

[高考連接]:

_________(see)that she was going to sleep,I asked if she’d like that little doll on the bed. (08北京)

Step5 Discussion

學生活動：集體討論，小組合作，組長記錄，信息共享，主動參與。20分。

1.Do you think Sara did the right thing? Is there anything wrong?

2. What should we do facing the flood?

【設計意圖】本環節通過小組討論合作學習，學生在加深對文中理解的同時，自己的語言表達能力也得到了很大的提升，而且學生相互學習，取長補短，對於加強自身的保護意識非常重要。

Step 6 Writing. 30分

學生活動：態度端正、認真打草、定好人稱、選好時態、書寫規范、卷面整潔、銜接連貫、過度自然、用好小詞、句子通暢、高級句式適當運用、碰到難關學會迂迴、認真書寫、完美展現。

Use your imagination to invent an ending to the story.

1. 50---60 words.

2. Discuss with your teammates.

3. Write down your opinion.

4. Each group choose the best to show your writing.

【設計意圖】本環節旨在通過寫作，進一步鞏固對文章的理解和運用，尤其是對文章中重點單詞、短語和句式的針對訓練，以此提高學生的寫作能力和自我保護意識。

Step 7 評測練習.

學生活動：仔細審題、認真作答、人稱時態、固定搭配、主謂一致。20分。

Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.

Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She put her baby on to her backpack. With the help of the car, she(8)________to the roof of the house.

【設計意圖】本環節旨在考察學生對課文具體細節信息的理解和重點詞彙的運用，同時有意識地向高考題型靠攏，讓學生感受語法填空的出題思路和解題技巧。

課後習題

評測練習

短文填空：(20分)

Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.

Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She(8) her baby on to her backpack. (9) the help of the car, she(10)________to the roof of the house

評測結果：

通過核實答案，95%的學生得分在16分以上，取得了令人滿意的成績，但個別同學尚存問題。整體效果良好，目標達成度較高。

突出問題：時態問題.

(1)called誤用成了call.

(3)rained 誤用成了rain.

(4)rising誤用成了rose.

(5)flooded誤用成了flooding.

(7)reaching誤用成了reached.

(10)climbed誤用成了climb.

突破措施：

很顯然，學生在做短文填空這個問題時，對於動詞時態和語態的把握不準是導致出現失誤的重要原因。所以我們在日常的教學活動中，要時刻引導學生關注動詞的時態在具體語言環境中的運用，把時態和語態與短文填空、短文改錯聯系起來，甚至讓學生相互出題，相互檢測。我們教師也可選編部分針對時態和語態的問題，有針對性地進行練習。