1、Unit 2 Morals and VirtuesPeriod 3 Grammar V-ingLead-inlead-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 th
2、e 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 aprivate clinic.3 The new Peoples Republic of China saw Dr Lin Qiaozhi playing a key role.ad
3、verbialadverbialobject complementConclusion 现在分词现在分词(v-ing)(v-ing)作状语，其动作发出者是主句的作状语，其动作发出者是主句的_,_,呈呈_(_(主主/被被)动关系。一般置于动关系。一般置于_或或_。现在分词现在分词(v-ing)(v-ing)作宾语补足语，常放在宾语后面作宾语补足语，常放在宾语后面,对宾语进行对宾语进行补充说明表示一个补充说明表示一个_的动作的动作,强调一个过强调一个过程或一种状态。程或一种状态。句首句首句尾句尾主语主语主主her brother正在进行的主动性正在进行的主动性-ing形式作状语形式作状语作时间状语
4、作时间状语公式公式作原因状语作原因状语作让步状语作让步状语作作方方/伴伴状语状语作结果状语作结果状语 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
5、 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.现在现在分词作原因状语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 couldnt go to school.As/Because/Since he was ill,he couldnt go to school.3.现在分词作条件状语现在分词作条件状语现在
6、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,youll make great progress.If you work hard,youll make great progress.4.现在现在分词作让步状语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 s
7、o many times,he still made the same mistakes.5.现在现在分词作方式分词作方式/伴随状语伴随状语/结果结果状语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 didnt 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 an
8、d left him an orphan.0202使役动词使役动词have/get/have/get/makemake0101感官动词感官动词“五看二听五看二听三感觉三感觉”0303With+With+宾语宾语+宾补宾补随着随着（重点看宾语宾补之（重点看宾语宾补之间的逻辑关系）间的逻辑关系）常见可接常见可接-ing-ing形式形式作宾补的词作宾补的词(结构结构)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,noti
9、ce等后作宾补2.In order to keep warm,we kept the fire burning.Dont leave her waiting outside in the rain.在使役动词keep,get,leave,have等后作宾补3.I couldnt 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动词-ing形形式作状语式作状语和宾补和宾补作宾补作宾补作状语作状语主动主动:_:_被动：被动：_1.1.逻
10、辑主语与主句主语逻辑主语与主句主语 ;2.2.否定形式否定形式:.形式形式类型类型注意注意doing/having done being done/having been done 时间状语时间状语 原因状语原因状语 结果状语结果状语 条件状语条件状语让步状语让步状语 方式状语方式状语伴随状语伴随状语一致一致not/never+v-ingConclusion Homework：Rewrite the following sentences using the-ing form in your workbook.EXAMPLE*Because I did not know anyone,I sa
11、t alone in my seat for two hours.Not knowing anyone,I sat alone in my seat for two hours.Teaching PlanAnalysis of the teaching materialAnalysis of the studentsTeaching objectivesThe important and difficult pointsTeaching aidsTeaching proceduresTeaching reflections Blackboard design 1.Analysis of the
12、 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 abou
13、t 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 someones beh
14、aviors 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 points1.Learn to understand the functions and meaning of the-ing form as o
15、bject 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 aids1.a multimedia classroom2.the blackboard3.work sheet6.Teaching proceduresStep 1:Enjoy a short video and describe wh
16、at 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 GrammarActivity 2:Contextual Understanding(The usage of-ing form)1:V-ing used as adverbial2:V-ing used as object complemen
17、tStep III:SummaryStep4: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 designUnit 2 MORALS AND VIRTUES Discovering useful structures
