高中英语必修三 2.3 Discovering Useful Structure 教学设计-

普通高中英语（2019版）必修第三册

Unit2MoralsandVirtues教学设计

Period3DiscoveringUsefulStructures

该板块的活动主题是“描述人物的行为”(Describepeople'sactions)。无论是谈论道德规范还是人物的美德品质,往往都需要通过故事来展现,因为只有对人物的言行进行生动而细致的描写,才能深入地刻画人物的性格、品质和精神。动词-ing形式作宾语补足语和状语都可用于描述人物的行为。因此,本单元选择该核心语法结构是由单元主题引领下的语篇题材和体裁特点决定的。

1.Abletounderstandthefunctionandmeaningoftheadverbialandobjectcomplementinthe-ingform;

2.Canusethe-ingformtodescribethebehaviors,actions,causes,objectives,resultsandaccompanyingconditionsofthecharacters;

3.Masterthemeaningandusageofthevocabularyinthispart.

Importance:

1.Guidethestudentstounderstandthefunctionandmeaningof-ingformasobjectcomplementandadverbial;

2.Guidethestudentstocorrectlyusethe-ingformtodescribethebehaviors,actions,causes,objectives,resultsandaccompanyingconditionsofthecharacters.

Difficulties:

1.Correctuseofthe-ingformasanobjectcomplementandanadverbialincontext;

2.Usethe-ingformcorrectlytodescribeaperson'sactions,actionsandexperiences.

1.Reviewtheuseofthe-ingformasattributiveandpredicate;

2.Readthetextinadvancetounderstandthefunctionandmeaningofthe-ingformasanobjectcomplementandanadverbial.

3.Understandnewwordsincontext.

Step1Revision

1.Ssreadthefollowingsentencesanddiscussthemeaningandgrammaticalfunctionoftheitalic-ingforminthesentence,andsummarizestheusageofthe-ingformasattributeandpredicate.

*Wearenotallowedtospeakaloudinthereadingroom.

*Thereisaswimmingpoolinourschool.

*Herjobiskeepingthelecturehallascleanaspossible.

*Herdutyistakingcareofthebabies.

2.Tsharesthemeaningsandfunctionsofthe-ingformineachsentences.

Thefirsttwosentences:The-ingformisanattribute.

Thelasttwosentences:The-ingformisusedasapredicate.

Step2Learningnewgrammar

Activity1

1.Groupobservationanddiscussion.Studentsreadandobservethethreesentencesinactivity1.Groupsdiscussthegrammaticalfunctionofthe-ingforminthethreesentences.

Astheattribute:

Astheadverbial:1、2

Astheobjectcomplement:3

Asthepredicative:

2.Lookforothersentencesinthepassagethatcontainthe-ingformoftheverbandareusedasanobjectcomplementoradverbial.

①Toapersonnothingismorepreciousthantheirlife,andiftheyentrustmewiththatlife,howcouldIrefusethattrust,sayingI’mcold,hungry,ortired?(Astheadverbial.)

②Attimesshewasevenseenridingadonkeytofarawayvillagestoprovidemedicalcare.(Astheobjectcomplement.)

③ThenewPeople’sRepublicofChinasawDrLinQiaozhiplayingakeyrole.(Astheobjectcomplement.)

④ThoughLinQiaozhinevermarried,shewasknownasthe“motheroftenthousandbabies”,havingdeliveredover50,000babiesinherlifetime.(Astheadverbial.)

Step3Practice

Activity2

1.Studentscompleteactivity2,discussthecontentinpairs,andthenchecktheanswers.Readthecompletesentenceandexplainthegrammaticalfunctionofthesentence.

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

2.Theteacherasksthestudentstocompletethegrammaractivity1onpage68oftheexercisebooktopracticethemeaningandgrammarfunctionofthe-ingformoftheverb.

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

Step4Summarizing

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

Walkinginthepark，shesawanoldfriend.

＝When/while(shewas)walkinginthepark，shesawanoldfriend.

当她在公园里散步时，她看到了她的一个老朋友。

Havingfinishedthework，hewenttoseehisteacher.

＝Afterhehadfinishedthework，hewenttoseehisteacher.

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

Beingill，hecouldn’tgotoschool.

＝Ashewasill，hecouldn’tgotoschool.

因为生病了，他无法去上学。

3．作条件状语

Workinghard，you’llmakegreatprogress.

＝Ifyouworkhard，you’llmakegreatprogress.

如果你努力工作，你将取得重大进步。

4．作结果状语

Hisparentsdied，leavinghimanorphan.

＝Hisparentsdiedandlefthimanorphan.

他的父母死了，他成了一个孤儿。

Thesnowlastedaweek，resultinginaserioustrafficconfusioninthewholearea.

＝Thesnowlastedaweek，andresultedinaserioustrafficconfusioninthewholearea.

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

Hecamerunningbacktotellmethenews.

他跑回来告诉我这个消息。

6．作伴随状语

Istoodbythedoor，notdaringtosayaword.

＝Istoodbythedoor，anddidn’tdaretosayaword.

我站在门旁，一句话也不敢说。

Shewalkedalongthestreet，singingsoftlytoherself.

＝Shewalkedalongthestreetandsangsoftlytoherself.

她沿着街道一边走一边轻轻地唱。

7．作让步状语

Workingorreading，shealwaysdidherbest.

＝Whethersheworkedorread，shealwaysdidherbest.

无论工作还是读书，她总是尽最大的努力。

Workingveryhard，hedidn’tfeelabittired.

＝Thoughheworkedhard，hedidn’tfeelabittired.

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，listento，lookat，notice，observe等。例如：

Ifeltthehouseshaking.

我觉得房子在晃。

Ifoundabeggarstandingatthedoor.

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。

Isawhimrunacrosstheroad.

我看到他跑过了马路。(强调整个过程)

Isawhimrunningacrosstheroad.

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’tkeepthewaterrunning.

不要让水一直流。

Thejokesethercrying.

这个玩笑使她哭起来。

Step5Reading

Activity3

1.Studentsreadthesmalltextinactivity3.Theteacherprovidesseveralsmallquestionstocheckwhetherstudentsunderstandthecontentofthetextandtheideographicfunctionofthe-ingforminthetext.*Wherearethosepeople?

*WhydidDrBethunecometoChina?

*HowdidhehelptheChinesepeopleduringthewar?

*WhatdidChairmanMaoZedongsayabouthim?

Sstrytorewritesomesentencesusingthe-ingform.Thenchecktheanswers.Whencheckingtheanswers,theteachercanaskdifferentstudentstoreadtherewrittensentencesandgivecomments.

Answers:

hebecameveryinterestedinmedicine,decidingt