Unit 2 Morals and Virtues Discovering Useful Structures 教学设计-2024-2025学年高中英语人教版（2019）必修第三册

Teaching and Learning Design
Book3 Unit2 Morals and Virtues
教学设计
Period 4
Teaching and learning contents: Discovering Useful Structures
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Learn about the structure, functions and usages of present participles used as the adverbial and the object compliment;
2) Use present participles as the adverbial and the object compliment to describe people’s action;
3) Learn about the usages of some new words in this part.
Teaching and learning important points:
Using present participles as the adverbial and the object compliment.
Teaching and learning difficult points:
Using present participles as the adverbial and the object compliment to describe people’s action.
Teaching and learning procedure:
Step 1 Review and leading in
Activity 1 Review and leading in
1. Review some of the language items learned in the previous period.
2. Lead in the teaching topic and introduce the learning objectives of this period.
Step 2 Discovering useful structures
Activity 2 Discovering the functions of the present participles
1. Read the sentences below and discuss the functions and meanings of each -ing form.
1) …her brother complained, thinking of the high tuition fees. (as the adverbial)
2) Thinking of all the people still in need of help, Dr Lin opened a private clinic. (as the adverbial)
3) The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role. (as the object compliment)
2. Then find more examples from the unit and analyse the functions of each –ing form.
More examples:
1) Though Lin Qiaozhi never married, she was known as the “mother of ten thousand babies”, having delivered over 50,000 babies in her life. (as the adverbial)
2) At times she was even seen riding a donkey to faraway villages to provide medical care. (That is, They saw her riding a donkey…) (as the object compliment)
Step 3 Learning about the structure
Activity 3 Learning about the structures—present participles used as the adverbial and the object compliment
动词-ing形式是非谓语动词的一种，动词-ing形式由“动词＋-ing”构成，兼有动词和形容词的特征，在句中可作表语，定语，宾语补足语和状语，一般表示进行或主动的意思，但不能单独作谓语。本单元主要讲解动词-ing形式作宾语补足语和状语。
I 动词-ing形式作状语
1. 基本用法
动词-ing形式可以作状语，在句中表示时间、原因、结果、条件、让步、行为方式或伴随情况等。动词-ing形式作时间、原因、条件、让步状语时多位于句首；作结果、伴随状语时常位于句末。动词-ing形式作状语时，其动作是由句子主语执行的，它们之间是主谓关系。动词-ing形式的完成时having done表示该动作发生在谓语动词之前。
1) 表示时间，相当于一个时间状语从句。
e.g. Seeing the police, he made a run for the exit. 一看到警察，他就朝出口奔去。
Hearing these stories, I was skeptical about the place.
→When I heard these stories, I was skeptical about the place.
当我听到这些故事的时候，我对这个地方有点怀疑。
Having made full preparations, we are ready for the examination.
→After we have made full preparations，we are ready for the examination.
我们已经作好了充分准备，现在可以应考了。
2) 表示原因，相当于一个原因状语从句。
e.g. Being ill, he didn’t go to school yesterday. 由于生病，他昨天没去上学。
→Since he was ill, he didn’t go to school yesterday.
Not knowing the way, he got lost. 由于不认路，他迷路了。
→As he didn’t know the way, he got lost.
3) 表示结果，相当于一个并列谓语。
e.g. His parents died, leaving him a lot of money.
→His parents died and left him a lot of money.
他父母死了，留给他许多钱。
The child fell, striking his head against the door and cutting it.那孩子跌倒了，头碰在门上磕破了。
注意：动词-ing形式和动词不定式作结果状语的区别：
①动词-ing形式作结果状语表示自然而然的结果，有时可加thus表强调；
②动词不定式作结果状语表示出乎意料的结果，其前常加only表强调。
e.g. Newly－built wooden cottages line the street, turning the old town into a dreamland.
新建的小木屋排列在街道两边，使这个古镇变成了梦境。
The reporter hurried to the airport, only to be told the film stars had left.
那个记者急匆匆赶到机场，却被告知电影明星们已经离开了。
4) 表示条件，相当于一个条件状语从句。
e.g. Working hard at your lessons, you will succeed. 如果你努力学习，就一定能成功。
→If you work hard at your lessons, you will succeed.
Turning to the left, you will see a school. 向左转你就会看到一所学校。
5) 表示让步，相当于一个让步状语从句。
e.g. Regretting making his parents angry, he found it difficult to get rid of the bad habit.
→Though he regretted making his parents angry，he found it difficult to get rid of the bad habit.
尽管后悔让他父母生气，但他觉得很难改掉坏习惯。
Knowing it is difficult, I don’t give up. 虽然知道它很难，我也不放弃。
6) 表示行为方式、伴随情况或补充说明，相当于一个并列结构。
e.g. He lay on the grass, staring at the sky for a long time. 他躺在草地上，长时间地望着天空。
→He lay on the grass and stared at the sky for a long time.
Emma was sitting in an armchair reading a book. Emma坐在一张扶手椅上看书。
Please answer the question using another way. 请你用另一种方式回答问题。
7) 作评注性状语。有些动词-ing形式在句中没有逻辑主语，它们往往作为句子的评注性状语来修饰整个句子，表明说话者的态度、观点等。如：generally speaking“一般来说”，judging by/from...“从……判断”，taking everything into consideration“从全盘考虑”。
e.g. Judging from his behavior, he must be mad.
从他的行为来判断，他一定是疯了。
2. 注意事项
1) 动词-ing形式的时态。动词-ing形式作状语时，要注意其时间性，是用一般式(doing)，还是用完成式(having done)。当动词-ing形式的动作与谓语动词的动作同时发生时，用一般式；当动词-ing形式的动作先发生，而谓语动词的动作后发生时，用完成式。
e.g. Walking in the street, I met an old friend of mine. (walking和谓语动词met同时发生)
我正在大街上行走时，遇到了一位老朋友。
Having finished the letter, he went to post it. (having finished是先发生的，went是后发生的)
他写完信后就把它寄了出去。
2)动词-ing形式的语态。使用动词-ing形式的主动式还是被动式，这主要取决于动词-ing形式和句子主语之间的关系。句子的主语就是动词-ing形式的逻辑主语。
e.g. Having been shown around the factory, they were very happy.(动词-ing形式的被动式)
被领着参观了工厂后，他们很高兴。
Having finished his homework, he went to bed.(动词-ing形式的主动式)
完成了作业后，他上床睡觉。
3)动词-ing形式的否定式。动词-ing形式的否定式为：not＋动词-ing形式；not＋having＋动词-ed形式。
e.g. Not knowing this, he didn’t come. 他不知道这件事，所以没来。
Not having made full preparations, we put off the sports meeting.
因为没有做好充分的准备，我们把运动会延期了。
3. 独立主格结构。如果作状语的动词-ing形式的逻辑主语不与句子主语一致，动词-ing形式就要带上自己的逻辑主语，构成独立主格结构。
e.g. Class being over, the children went home. 一放学，孩子们就回家了。
All audience having taken their seats, the play began. 所有观众就座之后，戏剧开始了。
II 动词-ing形式作宾语补足语
动词-ing形式作宾语补足语常放在宾语后面，表示一个正在进行的主动性的动作，强调一个过程或一种状态。其中的宾语与宾语补足语之间在逻辑上是主谓关系。能用动词-ing形式作宾语补足语的几类动词：
1. 动词-ing形式作宾语补足语置于表示感觉和心理状态的感官动词之后，常见的有see, hear, feel, smell, find, notice, observe, look at, listen to等。用于“see/...＋sb＋doing sth”结构。
e.g. When we returned，we found a stranger standing in front of the house.
我们回来时，发现一个陌生人站在房子前面。
Suddenly we heard someone knocking gently on the window.
忽然我们听见有人在轻轻地敲窗户。
注意：在see，hear，feel，watch等感官动词后，既可用动词-ing形式作宾语补足语，也可用不带to的动词不定式作宾语补足语。用动词-ing形式时，表示动作正在进行；
用不带to的动词不定式时，表示动作经常发生或动作从开始到结束的全过程。
e.g. I saw him getting out of the car. 我看见他正在下车。
I saw him get out of the car. 我看见他下车了。
2. 动词-ing形式作宾语补足语置于表示指使意义的使役动词之后，常见的有have, set, keep, get, catch, leave等。用于“have/...＋sb./sth.＋doing sth”结构。
e.g. We kept the fire burning all night long. 我们让火整夜燃烧着。
I won’t have you running about in the room. 我不允许你在房间里跑来跑去。
She kept me waiting for over twenty minutes.
I’ll have you speaking English in six months.
The question has set me thinking.
Don’t leave her waiting outside in the rain.
3. with复合结构中作宾语补足语
e.g. He was not able to go on holiday with his mother being ill.
由于母亲生病，他不能去度假。
With the exams coming next week, I have no time for a social life.
下周就要考试了，我没时间参加社交活动。
With spring coming, trees turn green. 春天到了，树变绿了。
Step 4 Using the structures
Activity 4 Using the structures
1. Complete the exercises with the correct forms of the verbs in the box in Activity 2 on P18 in the textbook. And then check the answers and analyse the function of each v-ing in the sentences.
Answers:
1) Hearing; 2) worrying; 3) wanting; 4) knocking; 5) Facing; 6) Returning 7) smiling; 8) Feeling.
2. Read the story and answer the questions in Activity 3 on P18 in the textbook.
1) Why did Dr Bethune come to China
Because he heard that many people were dying in the war.
2) How did he help the Chinese people during the war
He helped to organise hospitals, taught doctors and nurses, and showed people how to give first aid.
3) What did Chairman Mao Zedong say about him
Chairman Mao praised him as a hero to be remembered in China.
3. Read the story again and rewrite the underlined parts using the -ing form.
1) As a small boy, he became very interested in medicine and decided to become a doctor.
→As a small boy, he became very interested in medicine, deciding to become a doctor.
2) In 1938, Bethune left for China, after he heard that many people were dying in the war.
→In 1938, Bethune left for China, after hearing that many people were dying in the war.
3) He helped to organise hospitals, taught doctors and nurses, and showed people how to give first aid.
→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) After Dr Bethune’s death, Chairman Mao Zedong wrote an article in memory of him, in which he praised Dr Bethune as a hero to be remembered in China.
→After Dr Bethune’s death, Chairman Mao Zedong wrote an article in memory of him, praising Dr Bethune as a hero to be remembered in China.
4. Reconstruct the text by retelling the story.
Step 5 Learning about the new words
Learn about the usages of the new words in this part.
1. accident n. 事故，意外；偶然
e.g. He was killed in a car/road/traffic accident. 他死于一次车祸。
Take out accident insurance before you go on your trip. 去旅行前要办理好意外保险。
Their early arrival was just an accident. 他们早到仅仅是偶然而已。
2. operation n.手术；企业；经营
be in operation 工作中；使用中；有效
come/go into operation 开始工作/运转；生效
put/bring...into operation 实施/施行……；使……运转
operate vi. 工作；运转；给……动手术；起作用 vt. 操作；经营
operate on/upon sb. 给某人动手术
e.g. It’s time to put our plan into operation. 是执行我们的计划的时候了。
I hear that the new rules come into operation from next week.
Macedonia was the first European country to operate a high－speed train that was made in China.
Doctors decided to operate on/upon the patient injured in the accident at once.
It’s said that it won’t be long before the law which was put forward in the meeting comes into operation.
据说这次会议上提出的法律不久就要生效。
3. whisper vi.& vt. 悄声说；耳语；低语
whisper (sth) to sb. 与某人悄声说(某事)
It is whispered that... 据传……
whisper n. 耳语(声)；低语(声)；传言；谣传
in whispers/a whisper 低声地；悄声地
e.g. Jane whispered, with tears silently rolling down her face. 简低声说，眼泪默默地从脸上流下来。
Mum whispered to us, “Be quiet! Your little sister’s sleeping.”
妈妈低声对我们说：“安静点！你们的妹妹正在睡觉。”
We spoke in whispers/a whisper for fear that we might wake the baby. 我们轻声谈话以免吵醒婴儿。
4. midnight n.午夜，子夜 midday n.中午；正午
e.g. They had to leave at midnight. 他们不得不半夜离开。
The train arrives at midday/ at noon. 列车正午到达。
5. import vt. 进口；输入；导入 n. 进口(商品)；引进
export vt. 出口，输出；传播；(计算机)导出 n. 出口(商品)
e.g. The country has to import most of its raw materials. 这个国家大多数原料均依赖进口。
Farmers protested about cheap imports. (进口商品) 农民抗议进口廉价商品。
The islands export sugar and fruit. 这些岛屿出口糖和水果。
90% of the engines are exported to Europe. 90%的发动机都出口到欧洲。
American pop music has been exported around the world. 美国流行音乐已传播到世界各地。
Then the fruit is packaged for export. 然后水果便包装出口。
6. lap n. (坐着时的)大腿部；(跑道等的)一圈 on the final lap在最后一圈
7. bite vi. vt. bite–bit–bitten 咬，蛰，叮；上钩
n. 咬；伤口，包；一点儿食物；上钩
e.g. She was bitten by the family dog. 她被家里的狗咬伤了。
Stop biting your nails! 别咬指甲了！
Does your dog bite 你的狗咬人吗？
She took a couple of bites of the sandwich. 她咬了两口三明治。
8. assist vt. 帮助；援助
assist sb. in doing sth.＝assist sb. to do sth. 帮助某人做某事
assist sb. with sth. 帮助某人某事
assistance n.帮助；援助
with the assistance of... 在……的帮助下
come/go to sb.’s assistance 来/去帮助某人
assistant n.助手；助理
e.g. The father offered to assist the twins in preparing the Mother’s Day breakfast.
→The father offered to assist the twins to prepare the Mother’s Day breakfast.
父亲提出帮助双胞胎准备母亲节早餐。
Jack was quite pleased to assist Bernard in making and selling/to make and sell popcorn in the market. With the assistance of Jack, Bernard’s popcorn sold well.
杰克非常高兴帮助伯纳德在市场做爆米花、卖爆米花。在他的帮助下，伯纳德的爆米花卖得很好。
9. pass away 去世
pass by 通过；经过（……旁边） pass down 传下来
pass out 失去知觉；晕倒 pass on 转交；（用后）递给，传给
e.g. The boy felt very sad because his grandpa passed away last night.
10. .in memory of作为对……的纪念
in honour of 为了向……表示敬意；为纪念……
in search of 寻找……
in face of 面临……
in charge of 掌管……
in favour of 赞同，支持
in terms of 就……而言
e.g. People celebrate the Dragon Boat Festival in memory of/in honour of Qu Yuan，who was a famous Chinese poet. 人们为了纪念中国的著名诗人屈原而庆祝端午节。
He showed great courage in face of difficulty.
Having been bitten in the leg, he had to go to the mountain in search of medicine.
Hearing about his idea, some were in favour of his suggestion, but some others were strongly against it.
We held a series of activities in memory of/in honour of the doctors who gave their lives to the country.
Step 6 Summary and evaluation
Activity 6 Summary
(The teacher) Summarize the main contents of this period briefly, focusing on how to use the present participles as the adverbial and the object compliment.
Activity 7 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your mastery of using the present participles as the adverbial and the object compliment
(Good/Fairly good/Moderate/Just so so/Poor)
2. What are your problems with using the present participles as the adverbial and the object compliment
3. How will you deal with these problems after class
Homework：
1. Read more about the grammar item and arrange notes to grasp the usages of the present participles as the adverbial and the object compliment.
2. Complete the grammar exercises in RB.