人教版（2019）必修 第三册Unit 2 Morals and Virtues Discovering useful structures课件(共28张PPT 内嵌视频素材)
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| 名称 | 人教版（2019）必修 第三册Unit 2 Morals and Virtues Discovering useful structures课件(共28张PPT 内嵌视频素材) |  | |
| 格式 | pptx | ||
| 文件大小 | 4.7MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-09-11 15:19:22 | ||
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(共28张PPT)
Unit 2 Morals and Virtues
Period 3 Grammar V-ing
Lead-in
lead-in: review the useful structure in the last unit
这个电影又感人又有趣
This film is interesting and moving.
V-ing as the predicative(表语)
lead-in: review the useful structure in the last unit
这个正在微笑的女孩在雪地里翩翩起舞
The smiling girl is dancing in the snow.
V-ing as the attribute(定语)
Activity 1：Read and discuss the functions and meanings of V-ing. form.
1 ... her brother complained, thinking of the high tuition fees.
2 Thinking of all the people still in need of help, Dr Lin opened a
private clinic.
3 The new People's Republic of China saw Dr Lin Qiaozhi playing a key role.
adverbial
adverbial
object complement
Conclusion 现在分词(v-ing)作状语，其动作发出者是主句的_____, 呈___(主/被)动关系。一般置于_____或______。
现在分词(v-ing)作宾语补足语，常放在宾语后面, 对宾语进行补充说明表示一个____________________的动作, 强调一个过程或一种状态。
句首
句尾
主语
主
her brother
正在进行的主动性
-ing形式作状语
作时间状语
公式
作原因状语
作让步状语
作方/伴状语
作结果状语
Doing sth, 主句.
= When(While) +从句，主句
Doing sth, 主句.
= Because(As) +从句，主句
Doing sth, 主句.
= Although (Though) +从句，主句
主句,doing sth,
= 句子1+ and 句子2.
主句, （thus）doing sth,
= 句子1; as a result, 句子2.
1.现在分词作时间状语
现在分词作时间状语时，相当于时间状语从句。可在现在分词前加连词“when, while, until”等，使其时间意义更明确。
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。
2.现在分词作原因状语
现在分词作原因状语时，可转换为由since, because或as引导的原因状语从句，这类状语多放在句子的前半部分。
Being ill, he couldn't go to school.
＝As/Because/Since he was ill, he couldn't go to school.
3.现在分词作条件状语
现在分词作条件状语时，可转换为if, once或unless等引导的条件状语从句。
Working hard, you'll make great progress.
＝If you work hard, you'll make great progress.
4.现在分词作让步状语
现在分词作让步状语时，相当于一个以though/although引导的让步状语从句。
尽管被告知了很多次，但他还是犯了同样的错。
Having been told so many times, he still made the same mistakes.
＝Although/Though he had been told so many times, he still made the same mistakes.
5.现在分词作方式/伴随状语/结果状语
现在分词作方式，结果或伴随状语时，通常不能转换为状语从句，但可用并列分句代替。
I stood by the door, not daring to say a word. 我站在门旁，一个字也不敢说。
＝I stood by the door, and didn’t dare to say a word.
His parents died, leaving him an orphan. 他父母去世了，结果他成了个孤儿。
＝His parents died and left him an orphan.
02
使役动词
have/get/make
01
感官动词
“五看二听三感觉”
03
With +宾语+宾补
随着…
（重点看宾语宾补之间的逻辑关系）
常见可接-ing形式
作宾补的词(结构)
1. We saw the teacher doing the experiment.
I saw her being questioned by the police.
在感官动词see, hear, feel, smell, watch, notice等后作宾补
2. In order to keep warm, we kept the fire burning.
Don’t leave her waiting outside in the rain.
在使役动词keep, get, leave, have等后作宾补
3. I couldn’t do my homework with the noise going on.
With so many people looking at her, she felt nervous.
在with复合结构中作宾补
动词-ing形式作状语和宾补
作宾补
作状语
主动:____________________
被动：___________________
________________________________________________
1.逻辑主语与主句主语 ;
2.否定形式: .
形式
类型
注意
doing / having done
being done / having been done
时间状语
原因状语
结果状语
条件状语
让步状语
方式状语
伴随状语
一致
not / never + v-ing
Conclusion
Homework：
Rewrite the following sentences using the -ing form in your workbook.
EXAMPLE
*Because I did not know anyone, I sat alone in my seat for two hours.
Not knowing anyone, I sat alone in my seat for two hours.
Teaching Plan
Teaching reflections
Blackboard design
1. Analysis of the teaching material
Period 3 Discover Useful Structures, is selected from the unit2 of book 3 (selective course), which will represent students v+ing as attribute, adverbial, predicative and object complement.
2. Analysis of the students
As for the senior 1 students, they have accumulated some knowledge about grammar through the high school years and they long to use present participle to better their expressions in the writing.
1.Enable students to analyse and identify the features and functions of the -ing form as the object complement and the adverbial.
2.Help students to learn to describe someone’s behaviors and their causes,purposes,results and accompanying conditions.
3.Guide students to improve their writing by using the -ing form as the adverbial instead of full clauses.
3. Teaching Objectives:
4. The important and difficult points
1. Learn to understand the functions and meaning of the -ing form as object complement and adverbial in a real context.
2. Help students to improve their writing by using the -ing form as the adverbial.
3. How to use the -ing form in the writing.
5. Teaching aids
1. a multimedia classroom
2. the blackboard
3. work sheet
6. Teaching procedures
Step 1: Enjoy a short video and describe what they have seen by using V-ing form. Present it to the whole class.
Purpose: serve as a warm-up for the activities follow, arousing students’ interest.
Step 2:
Activity 1: Identifying Grammar
Activity 2: Contextual Understanding(The usage of -ing form)
1:V-ing used as adverbial
2:V-ing used as object complement
Step III: Summary
Step4:homework
Rewrite the following sentences using the -ing form in your workbook.
EXAMPLE
*Because I did not know anyone, I sat alone in my seat for two hours.
Not knowing anyone, I sat alone in my seat for two hours.
7. Teaching reflections
learn how to analyse and identify the uses of -ing forms as the object complement and the adverbial.
give students more chances to practices.
8. Blackboard design
Unit 2 MORALS AND VIRTUES
Discovering useful structures
Unit 2 Morals and Virtues
Period 3 Grammar V-ing
Lead-in
lead-in: review the useful structure in the last unit
这个电影又感人又有趣
This film is interesting and moving.
V-ing as the predicative(表语)
lead-in: review the useful structure in the last unit
这个正在微笑的女孩在雪地里翩翩起舞
The smiling girl is dancing in the snow.
V-ing as the attribute(定语)
Activity 1：Read and discuss the functions and meanings of V-ing. form.
1 ... her brother complained, thinking of the high tuition fees.
2 Thinking of all the people still in need of help, Dr Lin opened a
private clinic.
3 The new People's Republic of China saw Dr Lin Qiaozhi playing a key role.
adverbial
adverbial
object complement
Conclusion 现在分词(v-ing)作状语，其动作发出者是主句的_____, 呈___(主/被)动关系。一般置于_____或______。
现在分词(v-ing)作宾语补足语，常放在宾语后面, 对宾语进行补充说明表示一个____________________的动作, 强调一个过程或一种状态。
句首
句尾
主语
主
her brother
正在进行的主动性
-ing形式作状语
作时间状语
公式
作原因状语
作让步状语
作方/伴状语
作结果状语
Doing sth, 主句.
= When(While) +从句，主句
Doing sth, 主句.
= Because(As) +从句，主句
Doing sth, 主句.
= Although (Though) +从句，主句
主句,doing sth,
= 句子1+ and 句子2.
主句, （thus）doing sth,
= 句子1; as a result, 句子2.
1.现在分词作时间状语
现在分词作时间状语时，相当于时间状语从句。可在现在分词前加连词“when, while, until”等，使其时间意义更明确。
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。
2.现在分词作原因状语
现在分词作原因状语时，可转换为由since, because或as引导的原因状语从句，这类状语多放在句子的前半部分。
Being ill, he couldn't go to school.
＝As/Because/Since he was ill, he couldn't go to school.
3.现在分词作条件状语
现在分词作条件状语时，可转换为if, once或unless等引导的条件状语从句。
Working hard, you'll make great progress.
＝If you work hard, you'll make great progress.
4.现在分词作让步状语
现在分词作让步状语时，相当于一个以though/although引导的让步状语从句。
尽管被告知了很多次，但他还是犯了同样的错。
Having been told so many times, he still made the same mistakes.
＝Although/Though he had been told so many times, he still made the same mistakes.
5.现在分词作方式/伴随状语/结果状语
现在分词作方式，结果或伴随状语时，通常不能转换为状语从句，但可用并列分句代替。
I stood by the door, not daring to say a word. 我站在门旁，一个字也不敢说。
＝I stood by the door, and didn’t dare to say a word.
His parents died, leaving him an orphan. 他父母去世了，结果他成了个孤儿。
＝His parents died and left him an orphan.
02
使役动词
have/get/make
01
感官动词
“五看二听三感觉”
03
With +宾语+宾补
随着…
（重点看宾语宾补之间的逻辑关系）
常见可接-ing形式
作宾补的词(结构)
1. We saw the teacher doing the experiment.
I saw her being questioned by the police.
在感官动词see, hear, feel, smell, watch, notice等后作宾补
2. In order to keep warm, we kept the fire burning.
Don’t leave her waiting outside in the rain.
在使役动词keep, get, leave, have等后作宾补
3. I couldn’t do my homework with the noise going on.
With so many people looking at her, she felt nervous.
在with复合结构中作宾补
动词-ing形式作状语和宾补
作宾补
作状语
主动:____________________
被动：___________________
________________________________________________
1.逻辑主语与主句主语 ;
2.否定形式: .
形式
类型
注意
doing / having done
being done / having been done
时间状语
原因状语
结果状语
条件状语
让步状语
方式状语
伴随状语
一致
not / never + v-ing
Conclusion
Homework：
Rewrite the following sentences using the -ing form in your workbook.
EXAMPLE
*Because I did not know anyone, I sat alone in my seat for two hours.
Not knowing anyone, I sat alone in my seat for two hours.
Teaching Plan
Teaching reflections
Blackboard design
1. Analysis of the teaching material
Period 3 Discover Useful Structures, is selected from the unit2 of book 3 (selective course), which will represent students v+ing as attribute, adverbial, predicative and object complement.
2. Analysis of the students
As for the senior 1 students, they have accumulated some knowledge about grammar through the high school years and they long to use present participle to better their expressions in the writing.
1.Enable students to analyse and identify the features and functions of the -ing form as the object complement and the adverbial.
2.Help students to learn to describe someone’s behaviors and their causes,purposes,results and accompanying conditions.
3.Guide students to improve their writing by using the -ing form as the adverbial instead of full clauses.
3. Teaching Objectives:
4. The important and difficult points
1. Learn to understand the functions and meaning of the -ing form as object complement and adverbial in a real context.
2. Help students to improve their writing by using the -ing form as the adverbial.
3. How to use the -ing form in the writing.
5. Teaching aids
1. a multimedia classroom
2. the blackboard
3. work sheet
6. Teaching procedures
Step 1: Enjoy a short video and describe what they have seen by using V-ing form. Present it to the whole class.
Purpose: serve as a warm-up for the activities follow, arousing students’ interest.
Step 2:
Activity 1: Identifying Grammar
Activity 2: Contextual Understanding(The usage of -ing form)
1:V-ing used as adverbial
2:V-ing used as object complement
Step III: Summary
Step4:homework
Rewrite the following sentences using the -ing form in your workbook.
EXAMPLE
*Because I did not know anyone, I sat alone in my seat for two hours.
Not knowing anyone, I sat alone in my seat for two hours.
7. Teaching reflections
learn how to analyse and identify the uses of -ing forms as the object complement and the adverbial.
give students more chances to practices.
8. Blackboard design
Unit 2 MORALS AND VIRTUES
Discovering useful structures