英语选修六第五单元单词怎么读

⑴ 高中英语选修六知识点

许多国家在基础教育发展战略中，都把英语教育作为公民素质教育的重要组成部分，并将其摆在突出的地位。接下来我为你整理了高中英语选修六知识点，一起来看看吧。

高中英语选修六知识点：词语

abuse n. & vt. 滥用;虐待

stress n. 压力;重音 vt. 加压力于;使紧张

ban vt. 禁止;取缔 n. 禁令;谴责

e adj. 欠款的;预定的;到期的

e to 由于……

automatic adj. 无意识的;自动的

mental adj. 精神的;智力的

effect n. 结果;效力

strengthen vt. 加强;巩固;使坚强 vi. 变强

decide on 对……作出决定

feel like (doing) 想要(做)……

desperate adj.绝望的，拼命的

disappointed adj. 失望的;沮丧的

ashamed adj. 感到惭愧或羞耻的

in spite of 不顾;不管

take risks (a risk) 冒险

get into 陷入;染上(坏习惯)

at risk 处境危险;遭受危险

awkward adj. 局促不安的;笨拙的

come about 发生;造成

subscribe to 同意;订购

quantity n. 量;数量

quantities of 大量的

tend vi. 趋向;易于;照顾 vt. 照顾;护理

go up 上升;增长;升起

result in 导致

oppose vt. 反对;反抗;与(某人)较量

opposed adj. 反对的;对立的

be opposed to 反对……

state vt. 陈述;说明

range n. 种类;范围

even if 即使

keep on 继续

glance vi. 看一下;扫视 n. 一瞥

steady adj. 平稳的;持续的;稳固的

steadily adv. 平稳地;持续地

tendency n. 倾向;趋势

widespread adj. 分布广的;普遍的

on the whold 大体上;基本上

average adj. 平均的

on behalf of 代表……一方;作为……的代言人

put up with 忍受;容忍

so long as 只要

an so on 等等

circumstance n. 环境;情况

longside adv.在旁边;沿着边 prep. 在……旁边;沿着……的边

appoint vt. 任命;委派

wave n. 波浪;波涛 vi. 波动;起伏;挥手

absolute adj. 绝对的;完全的

absolutely adv. 绝对地;完全地

suit n. 一套外衣;套装 vt. 适合;使适宜

make one’s way 前往

potential n. 潜在性;可能性;潜能 adj. 可能的;潜在的

actual adj. 实在的;实际的

shoot (shot, shot) vt. 射中;射伤

anxious adj. 忧虑的;不安的

anxiety n. 担心;焦虑;渴望

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

glance through 匆匆看一遍

vary from…to… 由……到……不等

guarantee vt. 保证;担保

高中英语选修六语法知识点

一、“it”的用法

1. it可指代前文提到的事物;替代前文中的内容;指代一位性别不明的小孩或未知的人;指代未指明但谈话双方都知道的那件事;指代时间、天气、气候、距离等自然现象。

2. it用作形式主语，不定式、动名词或主语从句做真正主语。

It worries me that he keeps changing his mind.

3. it作形式宾语，不定式、动名词或宾语从句做真正宾语。

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

4. 表示“喜欢、恨”等心理方面的动词，后面接it，然后再跟宾语从句，it代指从句所表达的内容。此类动词有hate，dislike，enjoy，appreciate等。

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

5. 强调句型：It is/was+被强调部分+ that(who)...

强调句型用来强调谓语动词/定语以外的任何句子成 分。当被强调部分是人时也可以用who。

(1)强调句用于一般疑问句：Is/Was+被强调部分+that+其他部分。

(2)强调句用于特殊疑问句：疑问词(被强调部分)+is/was+ it+ that+其他部分?

(3)在强调原因状语从句时，只能强调由because所引导的从句

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

(4)在强调not...until结构时必须把not与until一起放到被强调的位置上

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

(5)如何判断是否是强调句

可把 It，is / was和that 去掉，剩余部分在不增减任何词的情况下还是一个完整的句子，那么这种句子是强调句。

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、动词ing形式

动名词

动词的ing形式如果是名词，这种形式叫做动名词。动名词具有名词的性质，因此在句中可以作主语、表语、宾语、定语等。

一. 动名词的四种形式及其意义

①基本形式：doing (表示主动)

②被动式：being done(表示被动)

③完成式：having done(表示主动和完成)

④完成被动式：having been done(表示被动和完成)

例如：

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

在未来，普通人在太空旅行将会是普遍的事情。

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

Freddy和他的乐队到哪里都被他们的粉丝跟着。

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

我不知道他做过这样一件违背你的事情。

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

很多顾客抱怨在那家商店被缺斤少两过。

二. 动名词的语法功能

动名词在句中可以做主语、宾语、表语和定语等。

Learning English is very difficult .(作主语)

学英语非常困难。

I enjoy dancing.(作动词宾语)

我喜欢跳舞。

I have got used to living in the country.(作介词宾语)

我已经习惯了住农村。

His job is driving a bus.(作表语)

他的工作是开车。

The washing mashine woks well.(作定语)

这台洗衣机非常好用。

三. 注意事项

1. 只接动名词(不能接不定式)作宾语的28个常用动词

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动名词，但含义完全不同的8个动词

remember to do sth. 记住要做某事(未做)

remember doing sth. 记得做过某事(已做)

forget to do sth. 忘记去做某事(未做)

forget doing sth. 忘记做过某事(已做)

regret to do sth. 遗憾要做某事(未做)

regret doing sth. 后悔/抱歉做过某事(已做)

try to do sth. 努力做某事

try doing sth. 尝试做某事

mean to do sth. 计划做某事

mean doing sth. 意味着做某事

can’t help to do sth. 不能帮助做某事

can’t help doing sth. 情不自禁做某事

go on to do sth. 继续做另一件事

go on doing sth. 继续做同一件事

stop to do sth. 停下来去做另一件事

stop doing sth. 停下正在做的事情

3. it 做形式主语，动名词做真正主语位于句末的重要句型

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

现在分词

一. 现在分词的四种形式及其意义

①基本形式：doing (表示主动和进行)

②被动式：being done(表示被动和进行)

③完成式：having done(表示主动和完成)

④完成被动式：having been done(表示被动和完成)

He sat there，reading a newspaper.

他坐在那里，读着一张报纸。

The area being studied may be rich in coal.

这个正在被研究的地方可能富含煤。

Having finished my homework，I began to watch TV.

完成作业后，我开始看电视。

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

已经被告诉了很多次，她仍然记不住。

二. 现在分词的语法功能

现在分词在句中可以做表语、定语、状语和补语等。

The story is interesting.

这个故事有趣。

He sat there，reading a newspaper.(作状语)

他坐在那里，读着一张报纸。

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

这个正在被研究的地方可能富含煤。

He saw the thief stealing some money from the bank.(作宾补)

⑵ 人教版高中英语必修选修课文 单词 朗读

必修一：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
必修二：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
必修三：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
必修四：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
必修五：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
选修六：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
选修七：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
选修八：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
选修九：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5
Using Language:Unit 1——Unit 5
选修十：
单词：Unit 1——Unit 5
课文：Unit 1——Unit 5

⑶ 高中选修课程的英语词汇是什么

CHIN是中文，PE是体育，ART是视觉艺术，MATH是数学，ENG是英文，BAFS是企业、会计与财务概论，OPTION SUBJECTS是高中选修科的意思，LS是通识。

词汇解析：

1、CHIN，CHINESE的缩写

CHINESE

英[ˌtʃaɪ'niːz] 美[ˌtʃaɪ'niːz]

n.中国人；汉语

adj.中国的；中国人的；汉语的

例：My native language is Chinese.

我的母语是汉语。

2、PE

英[ˌpiː'iː] 美[ˌpiː'iː]

abbr.体育（=Physical Ecation）

例：PE class is one of my favorite classes.

体育课是我喜欢的课程之一。

香港高中课程制度：

实施九年免费教育之后，学生需要以校内考试成绩作评级，决定能否升读高中(中四、中五)。香港的中四及中五课程，大致上会文理分科，分开文、理、商科3个主流。教授科目均以香港考试及评核局举行的香港中学会考考试内容为本，大多数高中学生均需要修读至少6个科目，以符合升读预科资格。

在修毕中四及中五课程后，所有学生均需参加香港中学会考，以决定能否升读预科课程(中六、中七)。考试评分以最佳成绩之6科计算，满分为30分。除语文科以外，在单次考试取得不少于4科及格、或3科及格及5分以上则合符升读中六的资格。

另外，香港高级程度会考的规定中，考生必需在应考高考的前1届(即中六)或以前取得中英文科及格，故一般而言语文科不及格，尤其两科语文科都不及格的的学生升读预科会比较困难。

⑷ 人教版高中英语选修6《Unit 5 The power of nature》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 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 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.

课后习题

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。

2 通过合作探究，主动质疑，学会概括主旨，分析句子的方法。

3通过学习Sara的故事，培养学生在紧急情况下自救的意识和能力。

4以高度的热情投入学习，享受英语阅读的快乐,在原来基础上有所进步。

教学重难点

教学重点和难点

重点:

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.

难点:

1. Develop students’ reading and writing ability.

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

教学过程

教学过程：

课前环节：Check the answers.

学生活动：核对预习学案答案，自我检查学生预习情况。

【设计意图】核对预习学案答案，检查学生预习情况,把课文中会影响学生阅读理解的绊脚石扫除，为下文深层次的理解打好铺垫。

课堂环节:Lead-in.Enjoy a short video and let students know the danger of flood.

学生活动：关注问题What happened to the lady? 带着问题去观赏。

【设计意图】利用观看网络视频，引起学生自我保护、远离洪水的意识。用视频导入新课，能更好地激发学生学习英语的热情，也能让学生认识到洪水猛兽就在我们身边，加强自我保护意识非常必要，学习自我保护尝试非常重要。

Step1 Fast-reading ：Get main idea .

学生活动：快速整体阅读并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.

学生活动：一人到黑板展示答案，每空2分。Step1&2可以同时进行。

Before the flood: Para1-----

During the flood: Para -----

【设计意图】第一次阅读，让学生快速略读，提高迅速获取信息的技能，从总体上把握文章的主旨大意和篇章结构。

Step3 Careful Reading.

学生活动：仔细阅读，规范书写，小组交流，共同探究。每题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?

【设计意图】这三个问题属于细节理解问题，需要学生细致深入地详读课文，这能逐步培养学生的获取具体信息和提取具体信息的能力。通过再次细读文章，想让学生独立思考，小组交流，然后老师指正。老师设疑，学生质疑，通过师生共同探究，达到释疑的目的，同时也锻炼的学生的书面表达和概括能力。

Step4 Enjoy the sentences.

学生活动：合作探究，仔细分析，注重理解，背诵记忆，学以致用。每题5分。

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

解析：if引导的是一个含有 _______ 的 ____ 状语从句

翻译：

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发出两个动作：________和________.that引导的是一个______从句，先行词是

__________,在从句中作need的_______语。dress sb in…意思是：__________________

翻译：

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

“v-ing形式作状语”的情况在文章中(Para2、3、5、6)共出现了六次，你都找到了吗?

[高考连接]:

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

Step5 Discussion

学生活动：集体讨论，小组合作，组长记录，信息共享，主动参与。20分。

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

2. What should we do facing the flood?

【设计意图】本环节通过小组讨论合作学习，学生在加深对文中理解的同时，自己的语言表达能力也得到了很大的提升，而且学生相互学习，取长补短，对于加强自身的保护意识非常重要。

Step 6 Writing. 30分

学生活动：态度端正、认真打草、定好人称、选好时态、书写规范、卷面整洁、衔接连贯、过度自然、用好小词、句子通畅、高级句式适当运用、碰到难关学会迂回、认真书写、完美展现。

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.

【设计意图】本环节旨在通过写作，进一步巩固对文章的理解和运用，尤其是对文章中重点单词、短语和句式的针对训练，以此提高学生的写作能力和自我保护意识。

Step 7 评测练习.

学生活动：仔细审题、认真作答、人称时态、固定搭配、主谓一致。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.

【设计意图】本环节旨在考察学生对课文具体细节信息的理解和重点词汇的运用，同时有意识地向高考题型靠拢，让学生感受语法填空的出题思路和解题技巧。

课后习题

评测练习

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

评测结果：

通过核实答案，95%的学生得分在16分以上，取得了令人满意的成绩，但个别同学尚存问题。整体效果良好，目标达成度较高。

突出问题：时态问题.

(1)called误用成了call.

(3)rained 误用成了rain.

(4)rising误用成了rose.

(5)flooded误用成了flooding.

(7)reaching误用成了reached.

(10)climbed误用成了climb.

突破措施：

很显然，学生在做短文填空这个问题时，对于动词时态和语态的把握不准是导致出现失误的重要原因。所以我们在日常的教学活动中，要时刻引导学生关注动词的时态在具体语言环境中的运用，把时态和语态与短文填空、短文改错联系起来，甚至让学生相互出题，相互检测。我们教师也可选编部分针对时态和语态的问题，有针对性地进行练习。