摘要：
人教版高中英语选修6unit1选修6英语unit1单词有realistic、abstract、sculpture、gallery、faith等。一、realistic英... 人教版高中英语选修6unit1
选修6英语unit1单词有realistic、abstract、sculpture、gallery、faith等。
一、realistic
英 [ˌriːə'lɪstɪk] 美 [ˌriːə'lɪstɪk]
adj. 现实的；现实主义的
We should encourage pupils to set realistic goals.
我们要鼓励学生设定现实的目标。
二、abstract
英 ['æbstrækt] 美 ['æbstrækt]
adj. 抽象的；理论的；抽象派的
n. 摘要；抽象派艺术作品
v. 把…抽象出；提取；抽取；转移（注意力等）；做…的摘要；<婉>偷
We may talk of beautiful things, but beauty itself is abstract.
我们尽可谈论美的事物，然而美本身却是抽象的。
三、sculpture
英 ['skʌlptʃə(r)] 美 ['skʌlptʃər]
n. 雕塑；雕刻
v. 雕刻；雕塑；刻蚀；当雕刻师
He was a professor of sculpture at the Academy.
他在学院是一位雕塑教授。
四、gallery
英 ['ɡæləri] 美 ['ɡæləri]
n. 美术馆；画廊；顶层楼座；走廊
She is a frequent visitor to the gallery.
她经常参观这个美术馆。
五、faith
英 [feɪθ] 美 [feɪθ]
n. 信仰；信念；信任
Missionaries went far afield to propagate their faith.
传教士到远方去传播其信仰。
选修6英语unit1单词有aim、evident、adopt、possess、superb等。
一、aim
英 [eɪm] 美 [eɪm]
n. 目标，对准，枪法
vt. 瞄准，针对
vi. 瞄准，旨在，致力
例句：What is your aim in life?
翻译：你的生活目标是什么？
二、evident
英 ['evɪdənt] 美 ['evɪdənt]
adj. 明白的，明显的
例句：Now it became evident that he spoke two languages at once.
翻译：现在我才明白，原来他心里一套表面一套。
三、adopt
英 [ə'dɒpt] 美 [ə'dɑːpt]
v. 采用，收养，接受
例句：The schools must adopt new methods of teaching foreign languages.
翻译：学校应采用新的外语教学法。
四、possess
英 [pə'zes] 美 [pə'zes]
vt. 拥有，持有，支配
例句：Different workers possess different skills.
翻译：不同的工作者有不同的技能。
五、superb
英 [suː'pɜːb] 美 [suː'pɜːrb]
adj. 极好的
例句：The goalkeeper brought off a superb save.
翻译：守门员漂亮地救出了险球。
教学准备
教学目标
a. 重点词汇和短语
realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores of
b. 重点句式
There are so many ... that it would be impossible to ... P1
People became focused more on ... and less on ... P2
If the rules of perspective had not been discovered, people would not have been able to paint ... P2
教学重难点
a. 重点词汇和短语
realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores of
b. 重点句式
There are so many ... that it would be impossible to ... P1
People became focused more on ... and less on ... P2
If the rules of perspective had not been discovered, people would not have been able to paint ... P2
教学过程
Teaching procedures:
【写一写】
(Some pictures are given to the students to learn some about western paintings)
写出所有相应关于作品的英语名称
_____________________________________________________________________________________________________________________________________________
【想一想】
Which style of paintings do you prefer, western or Chinese? Why?
_____________________________________________________________________________
【skimming】Skim the text and complete the main idea of it.
The text mainly tells us _____ of the major movements in ________ art over the centuries.
绘制时间轴
课文P3---exercise 1
【判一判】
1. Western art has changed very little over the last seventeen centuries.
2. Painters in the Middle Ages did not use perspective.
3. Impressionists painted landscapes.
4. You cannot recognize any object in abstract modern art.
5. In the Renaissance most artists painted indoors.
6. Abstract art is still art style today.
【选一选】
Choose the best answer.
1. According to the text, art is least influenced by ________.
A. social changes
B. the way of life
C. the development of agriculture
D. beliefs of a people
2. When did painters mainly focus more on people and less on religion?
A. From 5th to 15th century AD.
B. From 15th to 16th century.
C. From late 19th to early 20th century.
D. From 20th century to today.
3. Who were the first to paint outdoors?
A. Painters in the Middle Ages.
B. Painters in the Renaissance.
C. The Impressionists.
D. Contemporary painters.
【巩固训练】 讲练通---P2 retelling
课后习题
【Homework】
课时跟踪训练
教学准备
教学目标
1. 知识与技能目标
(1)通过阅读有关曼哈顿著名的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
2. 过程与方法目标
(1)通过展现曼哈顿以及曼哈顿五个著名艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
3. 情感、态度、价值观目标
通过学习，使学生了解世界著名的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。
教学重难点
教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程
(一)展示学习目标与小组评价规则
(二)“导入”
展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。
(三) Fast reading
快速扫读课文
(四)Detailed Reading: 详细阅读
(五)Challenge your speaking(口语能力提升)
提供参考词汇： Welcome to …
This museum is located in…
It displays(展出) art works in… centuries of …countries, including …
It will appeal to…
You shouldn’t miss…
(六)Challenge your writing (英语写作能力提升)
Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words
写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum)
杨家埠民间艺术大观园(Yangjiabu Folk Art Museum)
kite 风筝 wood-print new year pictures木板年画 be located in 位于
…is famous/well-known for …因…而出名 it displays/shows…展出
Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观
(七)成果展示
个别学生优秀作文展示
(黑板展示)
展示作文评分细则
教师点评
课后习题
测评练习
测评一：
从文中找出相对应的短语和句子。(预习测评)
1.宁愿做…
2.对…偏爱
3.值得一去
4.吸引
5.在于
6.不仅仅是
7.向…引进(介绍)
8.生活方式
9.贮存于
10. 入场费(门票)
11. 一个…的收藏
12.每两年
13.健在的艺术家
14.亨利.克莱.弗利克是纽约的一位富豪，于1919年去世，把他的房子、家具和艺术收藏品全部留给了美国人民。
15. 这家博物馆展示的不只是看得见的艺术之美，它还向你介绍了古代的生活方式。
16. 馆内没有永久展出，展品都是随时更换的。
测评二
Writing (写作测评)
Write an advertisement to introduce one of the museums in Weifang. within80 words
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
高中英语选修6unit1单词表
tick给....标记rhyme韵，押韵，使押韵convey传达，运送nursery托儿所nursery rhyme童谣concrete具体的contradictory引起矛盾的，好反驳的diamond钻石，菱形flexible灵活的，可弯曲的，柔顺的pattern模式，式样，图案cottage村舍，小屋sparrow麻雀take it easy轻松，不紧张，从容run out of用完be made up of由...构成tease取笑，招惹，戏弄salty含盐的，咸的endless无穷的，无止境的minimum最低限度，最少量，最小数translation翻译，译文branch枝条，支流，部门in particular尤其，特别eventually最后，终于transform转化，转换，改造，变换sorrow悲伤，悲痛，懊悔forever永远section部分，节，切下的块appropriate适当的，正当的exchange交换，交流，互换diploma毕业文凭，学位证书sponsor赞助人，主办人，倡议者，发起，举办，倡议blank空白，空白的，茫然的compass指南针，圆规bride新娘bridegroom新郎championship冠军称号darkness黑暗，漆黑warmth暖和，温暖try out测试，实验scholarship奖学金，学问，学术成就pianist钢琴家，钢琴演奏者violinist小提琴演奏者let out发出，放走load负担，负荷物 原创 请采纳我的
tick给....标记rhyme韵，押韵，使押韵convey传达，运送nursery托儿所nursery rhyme童谣concrete具体的contradictory引起矛盾的，好反驳的diamond钻石，菱形flexible灵活的，可弯曲的，柔顺的pattern模式，式样，图案cottage村舍，小屋sparrow麻雀take it easy轻松，不紧张，从容run out of用完be made up of由...构成tease取笑，招惹，戏弄salty含盐的，咸的endless无穷的，无止境的minimum最低限度，最少量，最小数translation翻译，译文branch枝条，支流，部门in particular尤其，特别eventually最后，终于transform转化，转换，改造，变换sorrow悲伤，悲痛，懊悔bare赤裸的，光秃的，稀少的，最基本的要素librarian图书馆馆长，图书馆管理员forever永远section部分，节，切下的块appropriate适当的，正当的exchange交换，交流，互换diploma毕业文凭，学位证书sponsor赞助人，主办人，倡议者，发起，举办，倡议blank空白，空白的，茫然的compass指南针，圆规bride新娘bridegroom新郎championship冠军称号darkness黑暗，漆黑warmth暖和，温暖try out测试，实验scholarship奖学金，学问，学术成就pianist钢琴家，钢琴演奏者violinist小提琴演奏者let out发出，放走load负担，负荷物
选修六. M6 Unit1 负责人：陈立重点单词1. abstract adj.抽象的；深奥的 n.摘要2. sculpture n.雕塑 3. belief n.信仰；信任；信心 4. consequent adj.作为结果的；随之发生的5. consequently adv.所以；因而 6. aim n. 目标；目的；瞄准vi.&vt.瞄准（向某方向）努力7. symbol n. 象征；符号8. value n. 价值(pl.) 价值观；社会准则9. focus vi.&vt. （使）聚集；（使）集中n.焦点10. possession n.&(esp pl.)所有；财产11. convince vt. 使确信；使信服12. ridiculous adj. 荒谬的；可笑的13. controversial adj.争论的；争议的14. attempt n. 努力；尝试；企图vt.尝试；企图15. predict vt.预言；预告；预测16. aggressive adj.敢作敢为的；有闯劲的；侵略的；好斗的17. scholar n.学者18. exhibition n.展览；陈列；展览会19. civilization n.文明；文化；文明社会20. counterparty adj.当代的；同时代的21. permanent adj.永久的；持久的22. tip n.提示；技巧；顶；尖端；小费重点短语1. focus on 聚集；集中2. a great deal 大量3. scores of 许多；大量4. concentrate on 集中；聚集5. at the same time 同时；一起6. in the flesh 活着的；本人7. as well as 和….一样好；既….也（又）；不仅….8. take the place of 取代；替代9. break away from 脱离；放弃10. on the other hand 另一方面；但是11. be well worth 很值得选修六 M6 Unit2 负责人：倪彬彬重点单词1. Poem n.诗(总称);诗意 recite v.背诵;叙述2. Aspect n.方面;样子;外表 convey v.传达;运送3. Diamond n.钻石;菱形 tease v.取笑;招惹;戏弄4. Salty adj.含盐的;咸的 endless adj.无穷的;无止境的5. Translate v.翻译 branch n.枝条;支流;部门6. Transform v.转化;转换;改造;变换 joy n.快乐;欢乐;喜悦7. Sorrow n.悲伤;悲痛;懊悔 thread n.线;线索8. Appropriate adj.适当的;正当的 compass n.指南针;罗盘;圆规9. Pattern n.模式;式样;图案 sunlight n.阳光10. Warmth n.暖和;温暖 underline v.在下面画线;强调11. Load n.负担;负荷物 重点短语1. Give sb a deep impression 给某人一个很深的印象2. Make up of 构成 3. Be popular with 受......的欢迎4. Pass to 把.......递给5. Translate into 把.......翻译成........6. Day by day 一天一天地7. Pay attention to 注意8. Take one's advice 接受某人的建议9. Take it easy 轻易;不紧张10. Run out of 用完11. Run away 突然离开;逃走12. By chance 偶然地;意外地13. Try out 测试;试验14. Look forward to 向往;想要选修六 M6 Unit3 负责人：李妍重点单词1．Stress n. 压力;重音 Vt.加压力于;使紧张 n.青少年 Adj.青春期的3. due adj. 应付的,到期的,预期的 adj.成习惯而离不开….5. accustomed adj. 通常的 adj.无意识的;自动的 adj.精神的,智力的 adj办事;设法对付 Vt.管理;经营 adj.怀孕的 vt.停止(作某事);离开 n.药剂师;化学家 adj.感到惭愧或羞耻的 adv.最后;终于 n.生产;产量 n.危险;风险16illegal adj.不合法的;违法的17 statement n.陈述;声明 adj.完全的;完美的;极好的 adj.基础的;基本的 n.理解(力) n.意见;看法;判决重点短语 to 由于 to 习惯于…3. feel like doing sth. 想要做某事 risk 处于危险之中 into 陷入 to 对….有瘾 on 对…作出决定 spite of 不管;尽管 risks 冒险 for 代表;支持
选修6英语unit1单词有realistic、abstract、sculpture、gallery、faith等。
一、realistic
英 [ˌriːə'lɪstɪk] 美 [ˌriːə'lɪstɪk]
adj. 现实的；现实主义的
We should encourage pupils to set realistic goals.
我们要鼓励学生设定现实的目标。
二、abstract
英 ['æbstrækt] 美 ['æbstrækt]
adj. 抽象的；理论的；抽象派的
n. 摘要；抽象派艺术作品
v. 把…抽象出；提取；抽取；转移（注意力等）；做…的摘要；<婉>偷
We may talk of beautiful things, but beauty itself is abstract.
我们尽可谈论美的事物，然而美本身却是抽象的。
三、sculpture
英 ['skʌlptʃə(r)] 美 ['skʌlptʃər]
n. 雕塑；雕刻
v. 雕刻；雕塑；刻蚀；当雕刻师
He was a professor of sculpture at the Academy.
他在学院是一位雕塑教授。
四、gallery
英 ['ɡæləri] 美 ['ɡæləri]
n. 美术馆；画廊；顶层楼座；走廊
She is a frequent visitor to the gallery.
她经常参观这个美术馆。
五、faith
英 [feɪθ] 美 [feɪθ]
n. 信仰；信念；信任
Missionaries went far afield to propagate their faith.
传教士到远方去传播其信仰。
人教版高中英语必修选修
人教版高中英语包括以下教材： 一、必修教材 1、《高中英语（必修1）》 2、《高中英语（必修2）》 3、《高中英语（必修3）》 4、《高中英语（必修4）》二、选修教材 1、《高中英语（选修1）》 2、《高中英语（选修2）》 3、《高中英语（选修3）》 三、期末复习教材 1、《高中英语期末复习教材（必修1-4）》 2、《高中英语期末复习教材（选修1-3）》 四、教师用书 1、《高中英语必修1-4教师用书》 2、《高中英语选修1-3教师用书》 总共有12本教材。望采纳
总共九本书，其中必修五本，也即必修一到必修五，选修四本，选修六到九。高一，高二，高三各修哪本是要看专地区和学校而定的。
高一是上必修一到三，高二上必修四到选修七属，高三上选修八和九。选修八和九也可以不上，因为主要是针对要考重点的学生。
一、人教版高中英语必修一目录
（1）Unit 1 Friendship。
（2）Unit 2 Engpsh around the world。
（3）Unit 3 Tracel journal。
（4）Unit 4 Earthquakes。
（5）Unit 5 Nelson Mandela - a modern hero。
二、人教版高中英语必修二目录
（1）Unit 1 Cultural repce。
（2）Unit 2 The Olympic Games。
（3）Unit 3 Computers。
（4）Unit 4 Wildpfe protection。
（5）Unit 5 Music。
三、人教版高中英语必修三目录
（1）Unit 1 Festivals around the world。
（2）Unit 2 Healthy eating。
（3）Unit 3 The Milpon pound Bank Note。
（4）Unit 4 Astronomy: the science of the stars。
（5）Unit 5 Canada—“The True North”。
四、人教版高中英语必修四目录
（1）Unit 1 Women of achievement。
（2）Unit 2 Working the land。
（3）Unit 3 A taste of Engpsh humour。
（4）Unit 4 Body language。
（5）Unit 5 Theme parks。
五、人教版高中英语必修五目录
（1）Unit 1 Great scientists。
（2）Unit 2 The United Kingdom。
（3）Unit 3 life in the future。
（4）Unit 4 Making the news。
（5）Unit 5 First aid。
六、人教版高中英语选修六目录
（1）Unit 1 art。
（2）Unit 2 Poems。
（3）Unit 3 a healthy life。
（4）Unit 4 Global warming。
（5）Unit 5 The power of nature。
七、人教版高中英语选修七目录
（1）Unit 1 pving well。
（2）Unit 2 Robots。
（3）Unit 3 Under the sea。
（4）Unit 4 Sharing。
（5）Unit 5 Travelpng abroad。
八、人教版高中英语选修八目录
（1）Unit 1 A land of diversity。
（2）Unit 2 Cloning。
（3）Unit 3 Inventors and inventions。
（4）Unit 4 Pygmapon。
（5）Unit 5 Meeting your ancestors。
九、人教版高中英语选修九目录
（1）Unit 1 Breaking records。
（2）Unit 2 Saipng the oceans。
（3）Unit 3 Austrapa。
（4）Unit 4 Exploring plants。
（5）Unit 5 Inside advertising。
高中英语人教版一共有十一本书，其中一册到五册为必修课本，六册到十一册为选修课本，大部分地区及学校只学到选修八。
高中英语课本学习的进程：
1、高一上学期学习第一册和第两册，高一下学期学习第三册和第四册。
2、高二上学期学习第五册和第六册，高二下学期学习第七册和第八册。
3、高三复习高一和高二学习过的第一册到第八册。
英语学习方法
1、英语基础
要想学好高三英语，英语基础是必须学好的，英语基础没有想象中的那么难，不管是单词还是句型、语法。
在高三复习的第一轮复习中，关于复习系会和语言点，一定要注意听，哪怕是一节课掌握几个短语也行，至于课后就自己拿起高中英语书，从单词背起，考英语一定要有词汇基础，否则什么都是白搭。
2、词典不离手
当在学习高三英语的时候，遇到不会的单词就要查，看到相近的单词分不清也得查明白，不要求自己一遍记住，就看一看给自己一个印象，大概一个单词你查五遍的时候就能记住了。
另外，一定要看英文解释！这个是避免完形填空选项中英语翻译发生歧义很有用的方法，希望能够帮助到大家。
3、英语语法
学习英语语法就像造房子，首先要把最基础的语法脉络理清，打好根基，之后就可以慢慢补充和拓展，让自己的英语知识点巩固起来。
4、英语单词
从零基础学习英语开始积累的一定是词汇量，对今后的英语听说读写都会很有帮助。要多写多读多用，很多人记住单词的读音和拼写后，就不再去管它们了，这是不对的。背单词的目的不单单是要会念会写，如果不会运用，还是不算完全掌握。
人教版高中英语教材选修
是全上的，因为要考里面的基础知识，新的语法什么的，里面内容是全新的
一般来说是一学期两本书，必修共5本，高二第一学期第一学段(期中考试)上完。选修继续按号排，选修6-11。一般都只学到选修8(高二结束)，重点校讲选修9。外国语类学校要学到选修11，但选9-11都是从头复习内容。
1、必修1主要内容
第一单元：Friendship
第二单元：English around the world
第三单元：Travel journal
第四单元：Earthquakes
第五单元：Nelson Mandela - a modern hero
2、必修2主要内容
第一单元：Cultural relices
第二单元：The Olymipic Games
第三单元：Computers
第四单元：Wildlife protection
第五单元：Music
3、必修3主要内容
第一单元：Festivals around the world
第二单元：Healthy eating
第三单元：The Million Pound Bank Note
第四单元：Astronomy：the science of the stars
第五单元：Canada-“The True North”
4、必修4主要内容
第一单元：Women of achievement
第二单元：Working the land
第三单元：A taste of English humour
第四单元：Body language
第五单元：Theme parks
5、必修5主要内容
前言（Foreword）
第一单元：Great scientists
第二单元：The United Kingdom
第三单元：Life in the future
第四单元：Making the news
第五单元：First ai
新版人教版高中英语课本是人民教育出版社出版的，由教育部2019审核通过的高中英语教材。其中必修教材分为第一册、第二册和第三册共3册，选择性必修教材分第一册、第二册、第三册和第四册共4册，选修教材分为第一册、第二册和第三册共3册。 一般来讲，高一学习必修一二三共三本，高二以后学习选择性必修一二三四共四本。所以新版人教版高中英语高中阶段主要学习前七本书。
如果没有选择小语种的活那就要选修全上
高中英语人教版选修六
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 introduced.
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.
. 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.
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: 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。
told Sara to go to her mother’s house and why?
was in the house with Sara?
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。
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。
高中人教版英语总共8本课本，分必修1－5，选修6－8，每本书分为5单元
学习，就象是一场战争，有时你觉得在这拼命撕杀的战场上，你是孤独与无助的，但你殊不知，你其实并不是孤身奋战的!下面给大家带来一些关于高中英语选修六人教版知识点 总结 ，希望对大家有所帮助。
高中英语选修六人教版知识点1
Unit4 Global warming
重点词汇、 短语
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
重点句型
scientists subscribe to the view that the increase in the earth's temperature is due to the burning of fossil fuels like coal, natural gas and oil to produce energy.
所有的科学家同意这种观点：人们为了生产能量而燃烧化石燃料如煤、天然气和石油，从而引起了地球温度的升高。
means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up.
这意味着更多的热量被困在大气层中，从而引起全球温度上升。
was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.
是一位名叫查尔斯·基林的科学家曾经把1957-1997年期间大气层中二氧化碳的含量作了精确的统计。
also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.
他们还同意下述观点，正是燃烧越来越多的化石燃料导致了二氧化碳的增加。
the other hand, there are those, like George Hambley, who are opposed to this view, believe that we should not worry about high levels of carbon dioxide in the air.
另一方面，还有一些人，像科学家乔治·汉布利，反对上面的观点，他们认为我们不必担心空气中会有高含量的二氧化碳。
高中英语选修六人教版知识点2
Unit5 The power of the nature
重点词汇、短语
alongside 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
重点句型
was fast asleep when suddenly my bed began shaking and I heard a strange sound, like a railway train passing my window.
我睡得正酣，正在这时我的床开始晃动，我听到一种奇怪的声音，就像一列火车正从我窗外驶过。
other two climbed down into the crater to collect some lava for later study, but this being my first experience, I stayed at the top and watched them.
另外两人攀下火山口去收集供日后研究用的岩浆，我是第一次经历这样的事，所以留在山顶上观察他们。
句中的this being my first experience为独立主格结构。
's said that... 表示“据说......”，可以替换为“Sb is said to...”，其中的不定式可以有多种形式(一般时、完成时、被动语态)。
It is said that another typhoon will come soon.= Another typhoon is said to come soon. 据说又要来台风了
It is said that his father-in-law has been infected with AIDS.= His father-in-law is said to have been infected with AIDS.
据说他岳父感染了艾滋病。
高中英语选修六人教版知识点3
语法总结——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
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)
他看到小偷正在从银行偷钱。
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