课程基本信息 学科 课题 教科书 出版社：人民教育出版社 教学人员 教师1 教师2 姓名 学校 教学目标 教学目标： 1. Able to understand the function and meaning of the adverbial and object complement in the -ing form; 2. Can use the -ing form to describe the behaviors, actions, causes, objectives, results and accompanying conditions of the characters; 3. Master the meaning and usage of the vocabulary in this part. 教学重点： 1. Guide the students to understand the function and meaning of -ing form as object complement and adverbial; 2. Guide the students to correctly use the -ing form to describe the behaviors, actions, causes, objectives, results and accompanying conditions of the characters. 教学难点： 1. Correct use of the -ing form as an object complement and an adverbial in context; 2. Use the -ing form correctly to describe a person's actions, actions and experiences. 教学过程 教学环节 Step 1 Revision 环节一 1.Ss read the following sentences and discuss the meaning and grammatical function of the italic -ing form in the sentence, and summarizes the usage of the -ing form as attribute and 师生活动 英语 年级 高一 学期 第二学期 Unit 2 Discovering Useful Structures 书名：普通高中英语教科书英语必修第三册 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 the meanings and functions of the -ing form in each sentences. The first two sentences: The -ing form is an attribute. The last two sentences: The -ing form is used as a predicate. Step 2 Learning new grammar Activity 1 1. Group observation and discussion.Students read and observe the three sentences in activity 1. Groups discuss the grammatical function of the -ing form in the three sentences. As the attribute: As the adverbial: 1、2 As the object complement: 3 As the predicative: 2. Look for other sentences in the passage that contain the -ing form of the verb and are used 环节二 as an object complement or adverbial. ①To a person nothing is more precious than their life,and if they entrust me with that life,how could I refuse that trust, saying I’m cold,hungry,or tired? (As the adverbial.) ②At times she was even seen riding a donkey to faraway villages to provide medical care. (As the object complement.) ③The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role. (As the object complement.) ④Though Lin Qiaozhi never married,she was known as the “mother of ten thousand babies”,having delivered over 50,000 babies in her lifetime. (As the adverbial.) 环节三 Step 3 Practice Activity 2 1. Students complete activity 2, discuss the content in pairs, and then check the answers.Read the complete sentence and explain the grammatical function of the sentence. (Check the answers:1.Hearing; 2.worrying; 3.wanting; 4.knocking; 5.Facing; 6.Returning; 7.smiling; 8.Feeling ) 2. The teacher asks the students to complete the grammar activity 1 on page 68 of the exercise book to practice the meaning and grammar function of the -ing form of the verb. (Check the answers:1. tiring, tiring; 2.shocking; 3.listening; 4.playing; 5.interesting, interested; 6.coming,shouting,lying ) Step 4 Summarizing 一、动词-ing形式作状语 动词-ing形式作状语时，可以表示时间、原因、结果、条件、方式或伴随动作。通常可转化成与之相对应的状语从句。 1．作时间状语 Walking in the park，she saw an old friend. ＝When/while(she was)walking in the park，she saw an old friend. 当她在公园里散步时，她看到了她的一个老朋友。 Having finished the work，he went to see his teacher. 环节四 ＝After he had finished the work，he went to see his teacher. 完成这次工作后，他去看望他的老师。 特别提示：当表达正在进行的动作时，可直接在分词前面加上when/while，此时也可理解为状语从句的省略。 2．作原因状语 Being ill，he couldn’t go to school. ＝As he was ill，he couldn’t go to school. 因为生病了，他无法去上学。 3．作条件状语 Working hard，you’ll make great progress. ＝If you work hard，you’ll make great progress. 如果你努力工作，你将取得重大进步。 4．作结果状语 His parents died，leaving him an orphan. ＝His parents died and left him an orphan. 他的父母死了，他成了一个孤儿。 The snow lasted a week，resulting in a serious traffic confusion in the whole area. ＝The snow lasted a week，and resulted in a serious traffic confusion in the whole area. 大雪持续了一周，结果造成了这一地区的严重的交通混乱。 5．作方式状语 He came running back to tell me the news. 他跑回来告诉我这个消息。 6．作伴随状语 I stood by the door，not daring to say a word. ＝I stood by the door，and didn’t dare to say a word. 我站在门旁，一句话也不敢说。 She walked along the street，singing softly to herself. ＝She walked along the street and sang softly to herself. 她沿着街道一边走一边轻轻地唱。 7．作让步状语 Working or reading，she always did her best. ＝Whether she worked or read，she always did her best. 无论工作还是读书，她总是尽最大的努力。 Working very hard，he didn’t feel a bit tired. ＝Though he worked hard，he didn’t feel a bit tired. 尽管拼命地工作，他却丝毫不感到疲惫。 二、动词的-ing形式作宾语补足语 动词的-ing形式作宾语补足语时，与宾语之间是主谓关系，即宾语是其逻辑上的主语。它主要用于以下两类动词后作宾语补足语。 1．表示感觉和心理状态的动词，如see，hear，feel，smell，watch，find，listen to，look at，notice，observe等。例如： I felt the house shaking. 我觉得房子在晃。 I found a beggar standing at the door. 我发现一个乞丐站在门口。 特别提示：在see，hear，feel，watch等感官动词后，既可用动词的- ing形式作宾语补足语，也可用省略to的不定式作宾语补足语。用动词的-ing形式时，表示动作正在进行，用省略了to的不定式时，表示动作从开始到结束的全过程。 I saw him run across the road. 我看到他跑过了马路。(强调整个过程) I saw him running across the road. 我看见他正跑过马路。(强调正在进行) 2．表示“指使”等意义的动词，如have，set，keep，leave，get等。 Don’t keep the water running. 不要让水一直流。 The joke set her crying. 这个玩笑使她哭起来。 Step 5 Reading Activity 3 1. Students read the small text in activity 3. The teacher provides several small questions to check whether students understand the content of the text and the ideographic function of the -ing form in the text.*Where are those people? 环节五 *Why did Dr Bethune come to China? *How did he help the Chinese people during the war? *What did Chairman Mao Zedong say about him? 2. Ss try to rewrite some sentences using the -ing form. Then check the answers.When checking the answers, the teacher can ask different students to read the rewritten sentences and give comments. Answers: 1. he became very interested in medicine,deciding to become a doctor. 2. …after hearing that many people were dying in the war. 3. Helping to organise hospitals,he taught doctors and nurses,and showed people how to give first aid./ He helped to organise hospitals,teaching doctors and nurses,and showing people how to give first aid. 4. …praising Dr Bethune as a hero to be remembered in China. Step 6 Homework 1. Understand and master the functions and usage of the -ing form; 环节六 2. Finish the other exercises in Using structures.