高中英語必修三 2.3 Discovering Useful Structure 教學設計-

普通高中英語（2019版）必修第三冊

Unit2MoralsandVirtues教學設計

Period3DiscoveringUsefulStructures

該板塊的活動主題是“描述人物的行為”(Describepeople'sactions)。無論是談論道德規(guī)范還是人物的美德品質(zhì),往往都需要通過故事來展現(xiàn),因為只有對人物的言行進行生動而細致的描寫,才能深入地刻畫人物的性格、品質(zhì)和精神。動詞-ing形式作賓語補足語和狀語都可用于描述人物的行為。因此,本單元選擇該核心語法結構是由單元主題引領下的語篇題材和體裁特點決定的。

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、動詞-ing形式作狀語

動詞-ing形式作狀語時，可以表示時間、原因、結果、條件、方式或伴隨動作。通?？赊D(zhuǎn)化成與之相對應的狀語從句。

1．作時間狀語

Walkinginthepark，shesawanoldfriend.

＝When/while(shewas)walkinginthepark，shesawanoldfriend.

當她在公園里散步時，她看到了她的一個老朋友。

Havingfinishedthework，hewenttoseehisteacher.

＝Afterhehadfinishedthework，hewenttoseehisteacher.

完成這次工作后，他去看望他的老師。

特別提示：當表達正在進行的動作時，可直接在分詞前面加上when/while，此時也可理解為狀語從句的省略。

2．作原因狀語

Beingill，hecouldn’tgotoschool.

＝Ashewasill，hecouldn’tgotoschool.

因為生病了，他無法去上學。

3．作條件狀語

Workinghard，you’llmakegreatprogress.

＝Ifyouworkhard，you’llmakegreatprogress.

如果你努力工作，你將取得重大進步。

4．作結果狀語

Hisparentsdied，leavinghimanorphan.

＝Hisparentsdiedandlefthimanorphan.

他的父母死了，他成了一個孤兒。

Thesnowlastedaweek，resultinginaserioustrafficconfusioninthewholearea.

＝Thesnowlastedaweek，andresultedinaserioustrafficconfusioninthewholearea.

大雪持續(xù)了一周，結果造成了這一地區(qū)的嚴重的交通混亂。

5．作方式狀語

Hecamerunningbacktotellmethenews.

他跑回來告訴我這個消息。

6．作伴隨狀語

Istoodbythedoor，notdaringtosayaword.

＝Istoodbythedoor，anddidn’tdaretosayaword.

我站在門旁，一句話也不敢說。

Shewalkedalongthestreet，singingsoftlytoherself.

＝Shewalkedalongthestreetandsangsoftlytoherself.

她沿著街道一邊走一邊輕輕地唱。

7．作讓步狀語

Workingorreading，shealwaysdidherbest.

＝Whethersheworkedorread，shealwaysdidherbest.

無論工作還是讀書，她總是盡最大的努力。

Workingveryhard，hedidn’tfeelabittired.

＝Thoughheworkedhard，hedidn’tfeelabittired.

盡管拼命地工作，他卻絲毫不感到疲憊。

二、動詞的-ing形式作賓語補足語

動詞的-ing形式作賓語補足語時，與賓語之間是主謂關系，即賓語是其邏輯上的主語。它主要用于以下兩類動詞后作賓語補足語。

1．表示感覺和心理狀態(tài)的動詞，如see，hear，feel，smell，watch，find，listento，lookat，notice，observe等。例如：

Ifeltthehouseshaking.

我覺得房子在晃。

Ifoundabeggarstandingatthedoor.

我發(fā)現(xiàn)一個乞丐站在門口。

特別提示：在see，hear，feel，watch等感官動詞后，既可用動詞的-ing形式作賓語補足語，也可用省略to的不定式作賓語補足語。用動詞的-ing形式時，表示動作正在進行，用省略了to的不定式時，表示動作從開始到結束的全過程。

Isawhimrunacrosstheroad.

我看到他跑過了馬路。(強調(diào)整個過程)

Isawhimrunningacrosstheroad.

我看見他正跑過馬路。(強調(diào)正在進行)

2．表示“指使”等意義的動詞，如have，set，keep，leave，get等。

Don’tkeepthewaterrunning.

不要讓水一直流。

Thejokesethercrying.

這個玩笑使她哭起來。

Step5Reading

Activity3

1.Studentsreadthesmalltextinactivity3.Theteacherprovidesseveralsmallquestionstocheckwhetherstudentsunderstandthecontentofthetextandtheideographicfunctionofthe-ingforminthetext.*Wherearethosepeople?

*WhydidDrBethunecometoChina?

*HowdidhehelptheChinesepeopleduringthewar?

*WhatdidChairmanMaoZedongsayabouthim?

Sstrytorewritesomesentencesusingthe-ingform.Thenchecktheanswers.Whencheckingtheanswers,theteachercanaskdifferentstudentstoreadtherewrittensentencesandgivecomments.

Answers:

hebecameveryinterestedinmedicine,decidingt