資源簡介

Teaching and Learning Design
Book3 Unit2 Morals and Virtues
教學設計
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
動詞-ing形式是非謂語動詞的一種，動詞-ing形式由“動詞＋-ing”構成，兼有動詞和形容詞的特征，在句中可作表語，定語，賓語補足語和狀語，一般表示進行或主動的意思，但不能單獨作謂語。本單元主要講解動詞-ing形式作賓語補足語和狀語。
I 動詞-ing形式作狀語
1. 基本用法
動詞-ing形式可以作狀語，在句中表示時間、原因、結果、條件、讓步、行為方式或伴隨情況等。動詞-ing形式作時間、原因、條件、讓步狀語時多位于句首；作結果、伴隨狀語時常位于句末。動詞-ing形式作狀語時，其動作是由句子主語執行的，它們之間是主謂關系。動詞-ing形式的完成時having done表示該動作發生在謂語動詞之前。
1) 表示時間，相當于一個時間狀語從句。
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.
當我聽到這些故事的時候，我對這個地方有點懷疑。
Having made full preparations, we are ready for the examination.
→After we have made full preparations，we are ready for the examination.
我們已經作好了充分準備，現在可以應考了。
2) 表示原因，相當于一個原因狀語從句。
e.g. Being ill, he didn’t go to school yesterday. 由于生病，他昨天沒去上學。
→Since he was ill, he didn’t go to school yesterday.
Not knowing the way, he got lost. 由于不認路，他迷路了。
→As he didn’t know the way, he got lost.
3) 表示結果，相當于一個并列謂語。
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，留給他許多錢。
The child fell, striking his head against the door and cutting it.那孩子跌倒了，頭碰在門上磕破了。
注意：動詞-ing形式和動詞不定式作結果狀語的區別：
①動詞-ing形式作結果狀語表示自然而然的結果，有時可加thus表強調；
②動詞不定式作結果狀語表示出乎意料的結果，其前常加only表強調。
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兩邊，使這個古鎮變成了夢境。
The reporter hurried to the airport, only to be told the film stars had left.
那個記者急匆匆趕到機場，卻被告知電影明星們已經離開了。
4) 表示條件，相當于一個條件狀語從句。
e.g. Working hard at your lessons, you will succeed. 如果你努力學習，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. 向左轉你就會看到一所學校。
5) 表示讓步，相當于一個讓步狀語從句。
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.
盡管后悔讓他父母生氣，但他覺得很難改掉壞習慣。
Knowing it is difficult, I don’t give up. 雖然知道它很難，我也不放棄。
6) 表示行為方式、伴隨情況或補充說明，相當于一個并列結構。
e.g. He lay on the grass, staring at the sky for a long time. 他躺在草地上，長時間地望著天空。
→He lay on the grass and stared at the sky for a long time.
Emma was sitting in an armchair reading a book. Emma坐在一張扶手椅上看書。
Please answer the question using another way. 請你用另一種方式回答問題。
7) 作評注性狀語。有些動詞-ing形式在句中沒有邏輯主語，它們往往作為句子的評注性狀語來修飾整個句子，表明說話者的態度、觀點等。如：generally speaking“一般來說”，judging by/from...“從……判斷”，taking everything into consideration“從全盤考慮”。
e.g. Judging from his behavior, he must be mad.
從他的行為來判斷，他一定是瘋了。
2. 注意事項
1) 動詞-ing形式的時態。動詞-ing形式作狀語時，要注意其時間性，是用一般式(doing)，還是用完成式(having done)。當動詞-ing形式的動作與謂語動詞的動作同時發生時，用一般式；當動詞-ing形式的動作先發生，而謂語動詞的動作后發生時，用完成式。
e.g. Walking in the street, I met an old friend of mine. (walking和謂語動詞met同時發生)
我正在大街上行走時，遇到了一位老朋友。
Having finished the letter, he went to post it. (having finished是先發生的，went是后發生的)
他寫完信后就把它寄了出去。
2)動詞-ing形式的語態。使用動詞-ing形式的主動式還是被動式，這主要取決于動詞-ing形式和句子主語之間的關系。句子的主語就是動詞-ing形式的邏輯主語。
e.g. Having been shown around the factory, they were very happy.(動詞-ing形式的被動式)
被領著參觀了工廠后，他們很高興。
Having finished his homework, he went to bed.(動詞-ing形式的主動式)
完成了作業后，他上床睡覺。
3)動詞-ing形式的否定式。動詞-ing形式的否定式為：not＋動詞-ing形式；not＋having＋動詞-ed形式。
e.g. Not knowing this, he didn’t come. 他不知道這件事，所以沒來。
Not having made full preparations, we put off the sports meeting.
因為沒有做好充分的準備，我們把運動會延期了。
3. 獨立主格結構。如果作狀語的動詞-ing形式的邏輯主語不與句子主語一致，動詞-ing形式就要帶上自己的邏輯主語，構成獨立主格結構。
e.g. Class being over, the children went home. 一放學，孩子們就回家了。
All audience having taken their seats, the play began. 所有觀眾就座之后，戲劇開始了。
II 動詞-ing形式作賓語補足語
動詞-ing形式作賓語補足語常放在賓語后面，表示一個正在進行的主動性的動作，強調一個過程或一種狀態。其中的賓語與賓語補足語之間在邏輯上是主謂關系。能用動詞-ing形式作賓語補足語的幾類動詞：
1. 動詞-ing形式作賓語補足語置于表示感覺和心理狀態的感官動詞之后，常見的有see, hear, feel, smell, find, notice, observe, look at, listen to等。用于“see/...＋sb＋doing sth”結構。
e.g. When we returned，we found a stranger standing in front of the house.
我們回來時，發現一個陌生人站在房子前面。
Suddenly we heard someone knocking gently on the window.
忽然我們聽見有人在輕輕地敲窗戶。
注意：在see，hear，feel，watch等感官動詞后，既可用動詞-ing形式作賓語補足語，也可用不帶to的動詞不定式作賓語補足語。用動詞-ing形式時，表示動作正在進行；
用不帶to的動詞不定式時，表示動作經常發生或動作從開始到結束的全過程。
e.g. I saw him getting out of the car. 我看見他正在下車。
I saw him get out of the car. 我看見他下車了。
2. 動詞-ing形式作賓語補足語置于表示指使意義的使役動詞之后，常見的有have, set, keep, get, catch, leave等。用于“have/...＋sb./sth.＋doing sth”結構。
e.g. We kept the fire burning all night long. 我們讓火整夜燃燒著。
I won’t have you running about in the room. 我不允許你在房間里跑來跑去。
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復合結構中作賓語補足語
e.g. He was not able to go on holiday with his mother being ill.
由于母親生病，他不能去度假。
With the exams coming next week, I have no time for a social life.
下周就要考試了，我沒時間參加社交活動。
With spring coming, trees turn green. 春天到了，樹變綠了。
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. 他死于一次車禍。
Take out accident insurance before you go on your trip. 去旅行前要辦理好意外保險。
Their early arrival was just an accident. 他們早到僅僅是偶然而已。
2. operation n.手術；企業；經營
be in operation 工作中；使用中；有效
come/go into operation 開始工作/運轉；生效
put/bring...into operation 實施/施行……；使……運轉
operate vi. 工作；運轉；給……動手術；起作用 vt. 操作；經營
operate on/upon sb. 給某人動手術
e.g. It’s time to put our plan into operation. 是執行我們的計劃的時候了。
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.
據說這次會議上提出的法律不久就要生效。
3. whisper vi.& vt. 悄聲說；耳語；低語
whisper (sth) to sb. 與某人悄聲說(某事)
It is whispered that... 據傳……
whisper n. 耳語(聲)；低語(聲)；傳言；謠傳
in whispers/a whisper 低聲地；悄聲地
e.g. Jane whispered, with tears silently rolling down her face. 簡低聲說，眼淚默默地從臉上流下來。
Mum whispered to us, “Be quiet! Your little sister’s sleeping.”
媽媽低聲對我們說：“安靜點！你們的妹妹正在睡覺。”
We spoke in whispers/a whisper for fear that we might wake the baby. 我們輕聲談話以免吵醒嬰兒。
4. midnight n.午夜，子夜 midday n.中午；正午
e.g. They had to leave at midnight. 他們不得不半夜離開。
The train arrives at midday/ at noon. 列車正午到達。
5. import vt. 進口；輸入；導入 n. 進口(商品)；引進
export vt. 出口，輸出；傳播；(計算機)導出 n. 出口(商品)
e.g. The country has to import most of its raw materials. 這個國家大多數原料均依賴進口。
Farmers protested about cheap imports. (進口商品) 農民抗議進口廉價商品。
The islands export sugar and fruit. 這些島嶼出口糖和水果。
90% of the engines are exported to Europe. 90%的發動機都出口到歐洲。
American pop music has been exported around the world. 美國流行音樂已傳播到世界各地。
Then the fruit is packaged for export. 然后水果便包裝出口。
6. lap n. (坐著時的)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，蟄，叮；上鉤
n. 咬；傷口，包；一點兒食物；上鉤
e.g. She was bitten by the family dog. 她被家里的狗咬傷了。
Stop biting your nails! 別咬指甲了！
Does your dog bite 你的狗咬人嗎？
She took a couple of bites of the sandwich. 她咬了兩口三明治。
8. assist vt. 幫助；援助
assist sb. in doing sth.＝assist sb. to do sth. 幫助某人做某事
assist sb. with sth. 幫助某人某事
assistance n.幫助；援助
with the assistance of... 在……的幫助下
come/go to sb.’s assistance 來/去幫助某人
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.
父親提出幫助雙胞胎準備母親節早餐。
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.
杰克非常高興幫助伯納德在市場做爆米花、賣爆米花。在他的幫助下，伯納德的爆米花賣得很好。
9. pass away 去世
pass by 通過；經過（……旁邊） pass down 傳下來
pass out 失去知覺；暈倒 pass on 轉交；（用后）遞給，傳給
e.g. The boy felt very sad because his grandpa passed away last night.
10. .in memory of作為對……的紀念
in honour of 為了向……表示敬意；為紀念……
in search of 尋找……
in face of 面臨……
in charge of 掌管……
in favour of 贊同，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. 人們為了紀念中國的著名詩人屈原而慶祝端午節。
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.

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