Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)

Period 3 Discovering UsefulStructures

該板塊的活動(dòng)主題是“描述人物的行為”( Describe peoples actions)。無(wú)論是談?wù)摰赖乱?guī)范還是人物的美德品質(zhì),往往都需要通過(guò)故事來(lái)展現(xiàn),因?yàn)橹挥袑?duì)人物的言行進(jìn)行生動(dòng)而細(xì)致的描寫(xiě),才能深入地刻畫(huà)人物的性格、品質(zhì)和精神。動(dòng)詞-ing形式作賓語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)都可用于描述人物的行為。因此,本單元選擇該核心語(yǔ)法結(jié)構(gòu)是由單元主題引領(lǐng)下的語(yǔ)篇題材和體裁特點(diǎn)決定的。

課件教案

1. Able tounderstand the function and meaning of the adverbial and object complement inthe -ing form;

2. Can use the-ing form to describe the behaviors, actions, causes, objectives, results andaccompanying conditions of the characters;

3. Master themeaning and usage of the vocabulary in this part.

Importance:

1. Guide thestudents to understand the function and meaning of -ing form as objectcomplement and adverbial;

2. Guide thestudents to correctly use the -ing form to describe the behaviors, actions,causes, objectives, results and accompanying conditions of the characters.

Difficulties:

1. Correct use ofthe -ing form as an object complement and an adverbial in context;

2. Use the -ingform correctly to describe a persons actions, actions and experiences.

1. Review the useof the -ing form as attributive and predicate;

2. Read the textin advance to understand the function and meaning of the -ing form as an objectcomplement and an adverbial.

3. Understand newwords in context.

Step 1 Revision

1.Ss read thefollowing sentences and discuss the meaning and grammatical function of theitalic -ing form in the sentence, and summarizes the usage of the -ing form asattribute and predicate.

*We are not allowed to speak aloud in the reading room.

*There is a swimming pool in our school.

*Her job is keeping the lecture hall as clean as possible.

*Her duty is taking care of the babies.

2.T shares themeanings and functions of the -ing form in each sentences.

The first twosentences: The -ing form is an attribute.

The last twosentences: The -ing form is used as a predicate.

Step 2 Learning new grammar

Activity 1

1. Groupobservation and discussion. Students read and observe the three sentences inactivity 1. Groups discuss the grammatical function of the -ing form in thethree sentences.

As the attribute:

As the adverbial:1、2

As the objectcomplement: 3

As thepredicative:

2. Look for othersentences in the passage that contain the -ing form of the verb and are used asan object complement or adverbial.

①To a person nothing is more precious than their life, and if theyentrust me with that life, how could I refuse that trust, saying I’mcold, hungry, or tired? (As theadverbial.)

②At times she was even seen riding a donkey to faraway villages toprovide medical care. (As the objectcomplement.)

③The new People’s Republic of China saw Dr Lin Qiaozhi playing akey role. (As the object complement.)

④Though Lin Qiaozhi never married, she was known as the “mother of tenthousand babies”, having delivered over 50,000 babies in herlifetime. (As the adverbial.)

Step 3 Practice

Activity 2

1. Studentscomplete activity 2, discuss the content in pairs, and then check the answers. Readthe complete sentence and explain the grammatical function of the sentence.

(Check theanswers:1.Hearing; 2.worrying; 3.wanting; 4.knocking; 5.Facing; 6.Returning; 7.smiling;8.Feeling )

2. The teacherasks the students to complete the grammar activity 1 on page 68 of the exercisebook to practice the meaning and grammar function of the -ing form of the verb.

(Check theanswers:1. tiring, tiring; 2.shocking; 3.listening; 4.playing; 5.interesting,interested; 6.coming,shouting,lying )

Step 4 Summarizing

一、動(dòng)詞-ing形式作狀語(yǔ)

動(dòng)詞-ing形式作狀語(yǔ)時(shí)，可以表示時(shí)間、原因、結(jié)果、條件、方式或伴隨動(dòng)作。通?？赊D(zhuǎn)化成與之相對(duì)應(yīng)的狀語(yǔ)從句。

1．作時(shí)間狀語(yǔ)

Walking in the park，she saw an old friend.

＝When/while(she was)walking in the park，she saw an old friend.

當(dāng)她在公園里散步時(shí)，她看到了她的一個(gè)老朋友。

Having finished thework，he went to see his teacher.

＝After he had finished the work，he went to see histeacher.

完成這次工作后，他去看望他的老師。

特別提示：當(dāng)表達(dá)正在進(jìn)行的動(dòng)作時(shí)，可直接在分詞前面加上when/while，此時(shí)也可理解為狀語(yǔ)從句的省略。

2．作原因狀語(yǔ)

Being ill，he couldn’t go toschool.

＝As he was ill，he couldn’t go to school.

因?yàn)樯×?，他無(wú)法去上學(xué)。

3．作條件狀語(yǔ)

Working hard，you’ll make greatprogress.

＝If you work hard，you’ll make great progress.

如果你努力工作，你將取得重大進(jìn)步。

4．作結(jié)果狀語(yǔ)

His parents died，leaving him anorphan.

＝His parents died and left him an orphan.

他的父母死了，他成了一個(gè)孤兒。

The snow lasted aweek，resulting in a serious traffic confusion in thewhole area.

＝The snow lasted a week，and resulted in aserious traffic confusion in the whole area.

大雪持續(xù)了一周，結(jié)果造成了這一地區(qū)的嚴(yán)重的交通混亂。

5．作方式狀語(yǔ)

He came runningback to tell me the news.

他跑回來(lái)告訴我這個(gè)消息。

6．作伴隨狀語(yǔ)

I stood by the door，not daring to say aword.

＝I stood by the door，and didn’t dare tosay a word.

我站在門(mén)旁，一句話也不敢說(shuō)。

She walked alongthe street，singing softly to herself.

＝She walked along the street and sang softly toherself.

她沿著街道一邊走一邊輕輕地唱。

7．作讓步狀語(yǔ)

Working or reading，she always did herbest.

＝Whether she worked or read，she always did her best.

無(wú)論工作還是讀書(shū)，她總是盡最大的努力。

Working very hard，he didn’t feel abit tired.

＝Though he worked hard，he didn’t feel abit tired.

盡管拼命地工作，他卻絲毫不感到疲憊。

二、動(dòng)詞的ing形式作賓語(yǔ)補(bǔ)足語(yǔ)

動(dòng)詞的ing形式作賓語(yǔ)補(bǔ)足語(yǔ)時(shí)，與賓語(yǔ)之間是主謂關(guān)系，即賓語(yǔ)是其邏輯上的主語(yǔ)。它主要用于以下兩類(lèi)動(dòng)詞后作賓語(yǔ)補(bǔ)足語(yǔ)。

1．表示感覺(jué)和心理狀態(tài)的動(dòng)詞，如see，hear，feel，smell，watch，find，listen to，look at，notice，observe等。例如：

I felt the houseshaking.

我覺(jué)得房子在晃。

I found a beggar standingat the door.

我發(fā)現(xiàn)一個(gè)乞丐站在門(mén)口。

特別提示：在see，hear，feel，watch等感官動(dòng)詞后，既可用動(dòng)詞的 ing形式作賓語(yǔ)補(bǔ)足語(yǔ)，也可用省略to的不定式作賓語(yǔ)補(bǔ)足語(yǔ)。用動(dòng)詞的ing形式時(shí)，表示動(dòng)作正在進(jìn)行，用省略了to的不定式時(shí)，表示動(dòng)作從開(kāi)始到結(jié)束的全過(guò)程。

I saw him runacross the road.

我看到他跑過(guò)了馬路。(強(qiáng)調(diào)整個(gè)過(guò)程)

I saw him runningacross the road.

我看見(jiàn)他正跑過(guò)馬路。(強(qiáng)調(diào)正在進(jìn)行)

2．表示“指使”等意義的動(dòng)詞，如have，set，keep，leave，get等。

Don’t keep thewater running.

不要讓水一直流。

The joke set hercrying.

這個(gè)玩笑使她哭起來(lái)。

Step 5 Reading

Activity 3

1. Students readthe small text in activity 3. The teacher provides several small questions tocheck whether students understand the content of the text and the ideographicfunction of the -ing form in the text.*Where are those people?

*Why did Dr Bethune come to China?

*How did he help the Chinese people duringthe war?

*What did Chairman Mao Zedong say about him?

2. Ss try to rewritesome sentences using the -ing form. Then check the answers. When checking theanswers, the teacher can ask different students to read the rewritten sentencesand give comments.

Answers:

1.he became very interested in medicine, deciding tobecome a doctor.

2.…after hearing that many peoplewere dying in the war.

3.Helping to organise hospitals, he taught doctors andnurses, and showed people how to give first aid./ He helped to organisehospitals, teaching doctors and nurses, and showing people how togive first aid.