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高中Unit 5 First Aid教案
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这是一份高中Unit 5 First Aid教案，共16页。教案主要包含了热点品味，教材原句，实例品读，热点归纳，考点精练，精品译文，看点解读，经典归纳等内容，欢迎下载使用。
Perid 3 Discver useful structures 教学设计
课题
Perid 3 Discver useful structures
单元
Unit 5 First aid
学科
English
年级
Grade 2
教材
分析
This perid is fcused n grammar f this unit.This sectin mainly reviews the use f verb frms. The verb frm is a nn-predicate verb.In this unit, students are instructed t summarize the usages and functins f the "-ing" frm, and then practice and cnslidate the varius cnstructins f the "-ing" frm in sentences, including the general, perfect, passive and negative frms.
教学目标与核心素养
Knwledge bjectives: T grasp and use the usage f -ing frm.
Skill bjectives: T review and summarize the functins and usage f verb-g frm in sentences;
Be able t use the verb -mg frm crrectly t express meaning in cntext.
Emtinal bjectives: Thrugh using grammatical structures, we can think deeply abut the knwledge and skills f the -ing frm.
Thinking quality bjectives:T learn t describe emergency situatins in English and understand first aid instructins
重点
Hw t summarize the functins and usage f the -ing frm in sentences.
难点
Hw t guide students t grasp the -ing grammatical structures.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Lead –in (PPT1-3)
Translate five Chinese sentences int English and write them dwn.
1.你可以想象，烧伤会导致非常严重的伤害。
2.治疗烧伤的第一步也是最重要的一步是进行急救。
3.烧伤部位最好放在凉爽的流水下，尤其是在开始的十分钟内。
4.如果必要的话，用剪刀把衣服剪掉，除非你看到布料粘在烧焦的皮肤上。
5.你可以用一块宽松干净的布盖住烧伤的地方以保护它。
Check yur answers and discuss yur answers with yur partner.
1.As yu can imagine,getting burnt can lead t very serius injuries.
2.The first and mst imprtant step in the treatment f burns is giving first aid.
3.It is best t place burns under cl running water,especially within the first ten minutes.
4.Remve any clthes using scissrs if necessary, unless yu see the fabric sticking t the burnt skin.
5.Yu can prtect the burnt area by cvering it with a lse clean clth.
Try t translate sentences .
T guide the students t cmpare with the riginal English sentences in terms f accuracy and cnciseness.
讲授新课
PPT 4-28
Task1. What is the functin f the -ing frm in each sentence belw?
1.As yu can imagine,getting burnt can lead t very serius injuries.
2.The first and mst imprtant step in the treatment f burns is giving first aid.
3.It is best t place burns under cl running water,especially within the first ten minutes.
4.Remve any clthes using scissrs if necessary, unless yu see the fabric sticking t the burnt skin.
5.Yu can prtect the burnt area by cvering it with a lse clean clth.
Answers:subject（主语）;predicative（表语）;attribute（定语）;adverbial （状语）,bject cmplement （宾补）, bject after a prepsitin（宾语）
Express the same ideas withut using the -ing frm.
Answers:1.As yu can imagine, if yu get burnt, it can lead t very serius injuries.
2.The first and mst imprtant step in the treatment f burns is t give first aid.
3.It is best t run sme cl water and place burns under it, especially within the first ten minutes.
4.Use scissrs t remve any clthes if necessary, unless yu find that the fabric is sticking t the burnt skin.
5.T prtect the burnt area, yu can cver it with a lse clean clth.
Task 2. Review the text and find mre sentences that cntain the -ing frm f the verb.Then analyse the functin f -ing.
1.It als helps cntrl yur bdy temperature, prevents yur bdy frm lsing t much water, warns yu when things are t ht r cld, and gives yu yur sense f tuch.
2.Burns are divided int three types,depending n the depth f skin damage.
3.Examples include burns caused by electric shcks, burning clthes ,r petrl fires.
4. The cl water stps the burning prcess and reduces the pain and swelling.
5.Applying il t the injured areas is a bad idea, as it will keep the heat in the wunds and may cause infectin.
Answers:bject after a prepsitin（宾语）;
adverbial （状语）;attribute（定语）;attribute（定语）;
bject （宾语）;subject（主语）
Task 3.Read the five sentences, fcusing n the underlined parts f the sentences.
1.When he gt ut f the bathtub, he slipped and fell n the flr.
2.Is there my reasn why we are nt ging t have the first-aid training this week?
3.She hadbeen tld abut the risk f electric shcks and this made her very careful while using hairdryers.
4.Because the child was nt watched carefully by his parents, he tuched a ht irn and burnt his finger.
5.After she had been bitten by msquites, she applied sme medicine t her skin.
Task 4 Write the sentence with the -ing frm f the verb.
Answers:
When getting ut f the bathtub, he slipped and fell n the flr.
Is there any reasn fr nt having the first-aid training this week?
Having been tld abut the risk f electric shcks, she was very careful while using hairdryers.
Nt being watched carefully by his parents, the child tuched a ht irn and burnt his finger.
After being/having been bitten by msquites, she applied sme medicine t her skin.
Wrk with a partner and summarise the different structures f the -ing frm.
1.When getting ut f the bathtub, he slipped and fell n the flr.
2.Is there any reasn fr nt having the first-aid training this week?
3.Having been tld abut the risk f electric shcks , she was very careful while using hairdryers.
4.Nt being watched carefully by his parents, the child tuched a ht irn and burnt his finger.
5.After being/having been bitten by msquites, she applied sme medicine t her skin.
Task4.Discver useful structures
Task 5 Match each sentence with the fllwing -ing frm.
Task 6.Make up new sentences with “having dne,nt having dne and nt having been dne”.
1.做完作业后，他开始看电视。
2.我由于没有做对，我又试了试。
3.没有被邀请，我感觉不开心。
Answers:
Having finished his hmewrk, he began t watch TV.
Nt having dne it right, I tried again.
Nt having been invited, I felt unhappy.
Sum up:完成式：having dne,表示其动作在谓语动词的动作之前发生
完成式的否定：nt having dne,表示其动作在谓语动词的动作之前，但没有发生
否定的完成被动式：nt having been dne,表示被动和完成
Task7 Paying attentin t the fllwing sentences and sum up the regulatins.
1.When getting ut f the bathtub, he slipped and fell n the flr.
5.After being/having been bitten by msquites, she applied sme medicine t her skin.
when/after + ding
分词短语作状语时，有时前面可用一个连词，表示强调，或处于表达的需要，
常用的连词有：
when/while/until/nce/thugh/althugh/as lng as/
unless/as if/as thugh/even if/even thugh/
等，
其意义和不使用这类词是基本一致。
Fill in the crrect frms f the verbs.
1. After____________(take)the medicine, she felt
much better.
2.Whether ________(sleep) r_______(wake), he was nt at ease.
3.The sldier walked very slwly as if _______________________(wund).
4.Whenever____________(ask)abut it,he culd hardly hld back his emtins.
5.As if__________________(frighten),the hrses began t run like mad.
Answers:taking;sleeping,waking;having been wunded;asked;being frightened
Task8 Cmplete the passage with the crrect frms f the given wrds.
Mrs Taylr was an elderly wman_______(live)
alne. On day,she was in her living rm
cleaning the windws,when suddenly she culd n lnger feel the right side f her bdy.______(try) t walk t her sfa t sit dwn, she fell ver nt the carpet .Then she realized that she culd nt get up,and she was having truble________(breathe). Frtunately, she had her mbile phne with her,and she was able t reach it with her left hand while_______(lie)n the flr.Her mbile phne_______________________(already,set up) t call an emergency number at the push f a buttn, s it was easy t call fr help. While attempting t talk t the peratr,Mrs Taylr discvered that she culd nt speak. ____________(nt,hear) an answer, the peratr knew that Mrs Taylr must be in truble. Telling Mrs Taylr that everything wuld be OK,
she immediately sent an ambulance. After___________(arrive),the ambulance team quickly fund Mrs Taylr and withut delay gave her xygen, put in an IV needle,and checked her vital signs._____________________ (take) t the hspital and treated immediately, Mrs Taylr's health was in n great danger, thugh she had t stay in the hspital ward .After a week, her____________(frighten) experience was ver, and she was allwed t g hme.
Answers:living, Trying, breathing, lying, was already set up, Nt hearing, arriving, Having been taken, frightening
Task 9 Read the passage abut Mrs Taylr and answer the questins.
1. What is the functin f each -ing frm yu used?
2.Amng all the structures filled in, which is different frm the thers? Why?
3.Can yu find mre -ing frms in the passage? What are their functins in the sentences?
4.Hw many different structures did yu use in the passage? What are they?
5.Did yu find any structure like “when/after + ding” ?
Answers:1.作定语、状语、宾语等
2.第五空，此处为谓 语动词)
3.cleaning, attempting, telling；分别作补语、状语、状语4.ding, nt ding, having been dne
5. while lying, while attempting, after arriving
Task 10 Discussin
Yu have just read abut Mrs Taylr's experience.
D yu think she is lucky? Why r why nt?
D yu knw any ld persn living alne? What is his/her life like?
Lk at the fllwing questins and discuss each in pairs
Draw the -ing frms f the verb.
Try t use the abve structure when answering questins.
1.What shuld peple d when facing a frightening experience like Mrs Taylr’s?
2.What are sme risks that elderly peple may encunter when living alne?
3.What can we d t help prevent elderly peple frm taking unnecessary risks?
Answers:1.When having a frightening experience like Mrs Taylr's, peple shuld try t get help, like she did.
2.When living alne, elderly peple may fall r get injured, and nt be able t help themselves r even call fr help.
3.T help prevent elderly peple frm taking unnecessary risks, we shuld make sure that their hmes are easy t get arund in, with handrails, ramps instead f stairs, and even walking surfaces.
PPT29-38
Language Pints:
1.slip 考查热度★★
【热点品味】slip v. 滑倒；溜走 n.滑倒;小错误;纸条
【教材原句】When he gt ut f the bathtub, he slipped and fell n the flr.
他从浴缸里出来时滑倒在地上了。
【实例品读】
Amy slipped dwnstairs and ut f the huse.
埃米悄悄地下楼，溜出了屋子。
I put her name n the slip.
我把她的名字写在那张纸条上。
【热点归纳】
(1)slip ne's mind/memry 被忘记
(2)a slip f the tngue 口误
(3)a slip f paper 一张纸条
【考点精练】语法填空
①She ________ (slip) n the wet flr and brke her leg.
②She lked rund befre pulling ut a package and ________ (slip) it t the man.
③I knw he didn't mean t say that. It was nly ________ slip f the tngue.
Answers:slipped;slipping;a
2.attempt 考查热度★★★★
【热点品味】attempt n．努力；尝试；企图 vt.试图；企图
【教材原句】While attempting t talk t the peratr,
Mrs Taylr discvered that she culd nt speak. 在试图与接线员通话时，泰勒夫人发现自己说不出话来。
【实例品读】
Every year abut 40,000 peple attempt t climb Kilimanjar ,
the highest muntain in Africa.每年约有四万人尝试攀登非洲的最高峰—乞力马扎罗山。
He is determined t pass the ral English interview at his first attempt.他决心第一次尝试就通过英语口语面试。
【热点归纳】
(1)make an attempt t d/at ding sth. 试图做某事
at ne's/the first attempt 第一次尝试
(2)attempt t d/at ding sth. 试图做某事
(3)attempted adj. 未遂的，企图的
【考点精练】语法填空
(1) The bys made ________ attempt t leave fr camping but were stpped by their parents.
(2) Fr years researchers have attempted __________ (shw) that televisin is dangerus t children.
Answers:an;t shw
3.3. have truble (in) ding sth. 考查热度★★★★★
【热点品味】have truble (in) ding sth. 做某事有困难/麻烦
【教材原句】Then she realised that she culd nt get up,and she was having truble breathing .
然后她意识到她站不起来了，她呼吸困难。
【实例品读】
Such a persn has great truble in waking up in the mrnings.这样的人在早晨醒来方面存在着很大的困难。
It is nt uncmmn fr students t have truble understanding classics.学生理解名著有困难，这很常见。
【热点归纳】
(1)have great/much/sme/ n/little truble in ding sth.做某事有很大/很多/一些/没有/很少困难
(2)have difficulty/truble/prblems/a hard time with sth.在某事上有难处
(3)there is n difficulty/truble (in) ding sth./with sth.做某事/在某事上没有困难
(4)表示“做某事有困难”还可以用下列几种结构：
d sth. with difficulty/truble
It’s difficult (fr sb.) t d sth.
【考点精练】语法填空
(1)Yu can’t imagine what truble we had ________(walk) hme in the snwstrm.
(2)A Lndner has _______ (much) truble understanding a Sctsman frm Glasgw than understanding a New Yrker.
Answers:walking;mre
4. Her mbile phne was already set up t call an emergency number at the push f a buttn, s it was easy t call fr help. 考查热度★★★★
【精品译文】她的手机已经设置好了，只要按下一个按钮就可以拨打紧急号码，所以很容易就能拨打求助电话。
【实例品读】
It’s nt difficult t find ut infrmatin abut the prgrammes. 找到这些节目的信息并不难。
It’s difficult fr us t pass the exam. 对我们来说通过这次考试是很难的。
【看点解读】
本句是it 作形式主语的句型，由不定式做真正主语，即 “It + be + adj. + fr sb t d sth”，这种结构主要是为了使句子保持平衡，以避免头重脚轻。【经典归纳】
it作形式主语笼统地讲分为三种情况：
It + 谓语+ t d / ding / 名词性从句。
具体说可分为以下常见几种句型：
It is＋n./adj.＋ d sth.
It is/was＋过去分词＋that...
It seems/lks＋ if...
It happened/happens that...
It’s n use/gd ding sth.
【考点精练】语法填空
(1)N matter where he is ,it is his rule ____________(g)fr a walk befre breakfast.
(2)It is n use ___________ (say)any mre abut it.
Answers:t g,saying
Practice(PPT 39-44)
Ⅰ.英汉互译
1.msquit n. __________
2.carpet n. ___________
3.peratr n. ___________
4.needle n. ___________
5.__________ vi.滑倒;滑落;溜走n.滑倒;小错误;纸条
6.__________ adj.年老的;渐老的(委婉)
7.__________ n.救护车
8.__________ vi.& vt.推迟;延期(做某事)
耽误;耽搁 n.延误;耽搁(的时间);推迟
_________n.病房
in the treatment f _______________
withut delay ______________
12._________________ 发出
13._________________ 服药
14._________________ 立刻
15._________________ 求助
16._________________ 处于困境中
17._________________ 处于危险中
Answers:1.蚊子 2.地毯 3. 电语接线员;操作员
4 针;缝衣针;注射针;指针 5.slip 6.elderly 7.ambulance 8.delay 9.ward 10.在……的治疗中
立刻;毫不延迟地 12.send ut
take medicine 14.right away
15.call fr help 16.in truble 17.in danger
Ⅱ.单句语法填空
1.We can chse between staying at hme and__________ (take)a trip.
2.I shwed them I was independent by__________ (wear)strange clthes.
3.___________(have)tea in the late afternn prvides a bridge between lunch and dinner.
4.The man felt very happy with s many children___________(sit)arund him.
5.I lked up and nticed a snake__________ (wind)its way up the tree t catch its breakfast.
Answers:1.taking 2.wearing 3 Having 4 sitting 5.winding
Discussin:Edit the stry by crrecting any mistakes regarding the use f the -ing frm.
Last night there was a big strm, brught high winds and blwing rfs ff huses. By mrning, hwever, the strm had passed and the streets were dry. While ges t schl, Peter nticed a yung by lie in the rad near a dwned pwer line. Nt mved, the by lked dead and his face was turning blue. Peter was walking ver t help the by; when he heard a man shuting "Stp! Dn’t mve!” Peter turned and saw a man running twards him with a serius face. “Dn’t tuch him! Yu culd get killed!” the man shuted “Call an ambulance!" Peter ran t a shp nearby t call fr help. Went back int the street ,he saw the man uses a lng piece f wd t mve the pwer line away frm the by. Having freed f the pwer line, the by was picked up and carried a safe distance away. "Stp peple frm cming near the pwer line!" the man tld Peter. The man then started ding CPR n the by. A crwd began t grw, and Peter tried his best t keep them away frm the pwer line.Finally, an ambulance and the fire brigade arrived. The medics began lking after the by while fire fighters tk care f the pwer line.Unable t see what was happening, Peter was quite wrried abut the by. After twenty minutes, Peter felt happy when he saw the medics lifting the by, nw is talking, int the ambulance.
Answers:
Lines 1-2: Last night there was a big strm, bringing high winds and blwing rfs ff huses.
Lines 4-5:While ging t schl, Peter
nticed a yung by lying in the rad...
Lines 6-7: Nt mving, the by lked dead...
Lines 14-15: Ging back int the street, he saw the man using a lng piece f wd...
Lines 16-17: Having been freed f the pwer line...
Lines 28-29: Peter felt happy when he saw the medics lifting the by, nw talking...
Ask sme students t name five sentences in which the verb-ing frm acts as a sentence cmpnent.
T d it by students themselves.
Students review the passage and find mre sentences that cntain the -ing frm f the verb.
Read the five sentences in activity 2 silently.
Students discuss in pairs with their partners first, then check their answers tgether.
Use a prjectin t shw the sentences the students have rewritten.
Let Ss finish matching them.
Practice the special patterns.
Let students summarize the verb -ing structure in the first and fifth sentences.
Read and fill in the blanks by themselves.
Check the crrect verb frm in the blank.
The teacher leads the students t distinguish predicate verbs frm nn-predicate verbs.
After the whle class discussed tgether, the teacher naturally intrduced the safety prblem f the elderly living alne
Guide students t learn and analyse language pints.
Learn and understand mre language pints under the teacher’s guidance.
D the exercises by individuals.
Have a teamwrk in pairs.
Read the article again and learn smething by heart.
T experience and summarize the verb frms.
T make a further analysis f the sentences structures .
T Experience the functins and advantages f verb frms in different aspects.
Pay attentin t the underlined parts f the sentences.
Explre the grammar f -ing frms.
T highlight
the verb -ing frm.
T further study the -ing frm .
T experience the differences between different frms f expressin.
T take the next step and feel the effect f the -ing frm.
T learn t use the given verb frm accrding t the cntext.
T accumulate different expressins.
Let Ss think f mre abut the passage.
T further understand the grammatical functin f the -ing frm.
Let the students fcus n the cntent f the language, rather than being limited by individual language frms.
T imprve the knwledge f knwledge.
Pay attentin t the cmplex sentences.
T let them use the useful structures t practice .
T find ut the errrs in the cncrete cntexts.
Further imprve the understanding f this knwledge pint thrugh practice.
课堂小结
Summary:
1.Analyze sentence structures.
2.Guide students t find ut sme useful grammar rules.
3.Learn the imprtant wrds, phrases and sentences f this perid.
Hmewrk:
D Exercises 1,2,3 and 4 n P89 f Wrkbk .
.
1. Translating the sentences.
2.Analyzing the sentences and guiding students t draw a cnclusin.
3.Practicing and cmparing sme sentences.
1.T find ut grammar rules .
2.T grasp language pints.
T train students’ ability f using the -ing frms.
板书
Language pints:
slip
attempt
have truble ding sth.
was easy t call fr help
Perid 3 Discver useful structures 教学设计
课题
Perid 3 Discver useful structures
单元
Unit 5 First aid
学科
English
年级
Grade 2
教材
分析
This perid is fcused n grammar f this unit.This sectin mainly reviews the use f verb frms. The verb frm is a nn-predicate verb.In this unit, students are instructed t summarize the usages and functins f the "-ing" frm, and then practice and cnslidate the varius cnstructins f the "-ing" frm in sentences, including the general, perfect, passive and negative frms.
教学目标与核心素养
Knwledge bjectives: T grasp and use the usage f -ing frm.
Skill bjectives: T review and summarize the functins and usage f verb-g frm in sentences;
Be able t use the verb -mg frm crrectly t express meaning in cntext.
Emtinal bjectives: Thrugh using grammatical structures, we can think deeply abut the knwledge and skills f the -ing frm.
Thinking quality bjectives:T learn t describe emergency situatins in English and understand first aid instructins
重点
Hw t summarize the functins and usage f the -ing frm in sentences.
难点
Hw t guide students t grasp the -ing grammatical structures.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Lead –in (PPT1-3)
Translate five Chinese sentences int English and write them dwn.
1.你可以想象，烧伤会导致非常严重的伤害。
2.治疗烧伤的第一步也是最重要的一步是进行急救。
3.烧伤部位最好放在凉爽的流水下，尤其是在开始的十分钟内。
4.如果必要的话，用剪刀把衣服剪掉，除非你看到布料粘在烧焦的皮肤上。
5.你可以用一块宽松干净的布盖住烧伤的地方以保护它。
Check yur answers and discuss yur answers with yur partner.
1.As yu can imagine,getting burnt can lead t very serius injuries.
2.The first and mst imprtant step in the treatment f burns is giving first aid.
3.It is best t place burns under cl running water,especially within the first ten minutes.
4.Remve any clthes using scissrs if necessary, unless yu see the fabric sticking t the burnt skin.
5.Yu can prtect the burnt area by cvering it with a lse clean clth.
Try t translate sentences .
T guide the students t cmpare with the riginal English sentences in terms f accuracy and cnciseness.
讲授新课
PPT 4-28
Task1. What is the functin f the -ing frm in each sentence belw?
1.As yu can imagine,getting burnt can lead t very serius injuries.
2.The first and mst imprtant step in the treatment f burns is giving first aid.
3.It is best t place burns under cl running water,especially within the first ten minutes.
4.Remve any clthes using scissrs if necessary, unless yu see the fabric sticking t the burnt skin.
5.Yu can prtect the burnt area by cvering it with a lse clean clth.
Answers:subject（主语）;predicative（表语）;attribute（定语）;adverbial （状语）,bject cmplement （宾补）, bject after a prepsitin（宾语）
Express the same ideas withut using the -ing frm.
Answers:1.As yu can imagine, if yu get burnt, it can lead t very serius injuries.
2.The first and mst imprtant step in the treatment f burns is t give first aid.
3.It is best t run sme cl water and place burns under it, especially within the first ten minutes.
4.Use scissrs t remve any clthes if necessary, unless yu find that the fabric is sticking t the burnt skin.
5.T prtect the burnt area, yu can cver it with a lse clean clth.
Task 2. Review the text and find mre sentences that cntain the -ing frm f the verb.Then analyse the functin f -ing.
1.It als helps cntrl yur bdy temperature, prevents yur bdy frm lsing t much water, warns yu when things are t ht r cld, and gives yu yur sense f tuch.
2.Burns are divided int three types,depending n the depth f skin damage.
3.Examples include burns caused by electric shcks, burning clthes ,r petrl fires.
4. The cl water stps the burning prcess and reduces the pain and swelling.
5.Applying il t the injured areas is a bad idea, as it will keep the heat in the wunds and may cause infectin.
Answers:bject after a prepsitin（宾语）;
adverbial （状语）;attribute（定语）;attribute（定语）;
bject （宾语）;subject（主语）
Task 3.Read the five sentences, fcusing n the underlined parts f the sentences.
1.When he gt ut f the bathtub, he slipped and fell n the flr.
2.Is there my reasn why we are nt ging t have the first-aid training this week?
3.She hadbeen tld abut the risk f electric shcks and this made her very careful while using hairdryers.
4.Because the child was nt watched carefully by his parents, he tuched a ht irn and burnt his finger.
5.After she had been bitten by msquites, she applied sme medicine t her skin.
Task 4 Write the sentence with the -ing frm f the verb.
Answers:
When getting ut f the bathtub, he slipped and fell n the flr.
Is there any reasn fr nt having the first-aid training this week?
Having been tld abut the risk f electric shcks, she was very careful while using hairdryers.
Nt being watched carefully by his parents, the child tuched a ht irn and burnt his finger.
After being/having been bitten by msquites, she applied sme medicine t her skin.
Wrk with a partner and summarise the different structures f the -ing frm.
1.When getting ut f the bathtub, he slipped and fell n the flr.
2.Is there any reasn fr nt having the first-aid training this week?
3.Having been tld abut the risk f electric shcks , she was very careful while using hairdryers.
4.Nt being watched carefully by his parents, the child tuched a ht irn and burnt his finger.
5.After being/having been bitten by msquites, she applied sme medicine t her skin.
Task4.Discver useful structures
Task 5 Match each sentence with the fllwing -ing frm.
Task 6.Make up new sentences with “having dne,nt having dne and nt having been dne”.
1.做完作业后，他开始看电视。
2.我由于没有做对，我又试了试。
3.没有被邀请，我感觉不开心。
Answers:
Having finished his hmewrk, he began t watch TV.
Nt having dne it right, I tried again.
Nt having been invited, I felt unhappy.
Sum up:完成式：having dne,表示其动作在谓语动词的动作之前发生
完成式的否定：nt having dne,表示其动作在谓语动词的动作之前，但没有发生
否定的完成被动式：nt having been dne,表示被动和完成
Task7 Paying attentin t the fllwing sentences and sum up the regulatins.
1.When getting ut f the bathtub, he slipped and fell n the flr.
5.After being/having been bitten by msquites, she applied sme medicine t her skin.
when/after + ding
分词短语作状语时，有时前面可用一个连词，表示强调，或处于表达的需要，
常用的连词有：
when/while/until/nce/thugh/althugh/as lng as/
unless/as if/as thugh/even if/even thugh/
等，
其意义和不使用这类词是基本一致。
Fill in the crrect frms f the verbs.
1. After____________(take)the medicine, she felt
much better.
2.Whether ________(sleep) r_______(wake), he was nt at ease.
3.The sldier walked very slwly as if _______________________(wund).
4.Whenever____________(ask)abut it,he culd hardly hld back his emtins.
5.As if__________________(frighten),the hrses began t run like mad.
Answers:taking;sleeping,waking;having been wunded;asked;being frightened
Task8 Cmplete the passage with the crrect frms f the given wrds.
Mrs Taylr was an elderly wman_______(live)
alne. On day,she was in her living rm
cleaning the windws,when suddenly she culd n lnger feel the right side f her bdy.______(try) t walk t her sfa t sit dwn, she fell ver nt the carpet .Then she realized that she culd nt get up,and she was having truble________(breathe). Frtunately, she had her mbile phne with her,and she was able t reach it with her left hand while_______(lie)n the flr.Her mbile phne_______________________(already,set up) t call an emergency number at the push f a buttn, s it was easy t call fr help. While attempting t talk t the peratr,Mrs Taylr discvered that she culd nt speak. ____________(nt,hear) an answer, the peratr knew that Mrs Taylr must be in truble. Telling Mrs Taylr that everything wuld be OK,
she immediately sent an ambulance. After___________(arrive),the ambulance team quickly fund Mrs Taylr and withut delay gave her xygen, put in an IV needle,and checked her vital signs._____________________ (take) t the hspital and treated immediately, Mrs Taylr's health was in n great danger, thugh she had t stay in the hspital ward .After a week, her____________(frighten) experience was ver, and she was allwed t g hme.
Answers:living, Trying, breathing, lying, was already set up, Nt hearing, arriving, Having been taken, frightening
Task 9 Read the passage abut Mrs Taylr and answer the questins.
1. What is the functin f each -ing frm yu used?
2.Amng all the structures filled in, which is different frm the thers? Why?
3.Can yu find mre -ing frms in the passage? What are their functins in the sentences?
4.Hw many different structures did yu use in the passage? What are they?
5.Did yu find any structure like “when/after + ding” ?
Answers:1.作定语、状语、宾语等
2.第五空，此处为谓 语动词)
3.cleaning, attempting, telling；分别作补语、状语、状语4.ding, nt ding, having been dne
5. while lying, while attempting, after arriving
Task 10 Discussin
Yu have just read abut Mrs Taylr's experience.
D yu think she is lucky? Why r why nt?
D yu knw any ld persn living alne? What is his/her life like?
Lk at the fllwing questins and discuss each in pairs
Draw the -ing frms f the verb.
Try t use the abve structure when answering questins.
1.What shuld peple d when facing a frightening experience like Mrs Taylr’s?
2.What are sme risks that elderly peple may encunter when living alne?
3.What can we d t help prevent elderly peple frm taking unnecessary risks?
Answers:1.When having a frightening experience like Mrs Taylr's, peple shuld try t get help, like she did.
2.When living alne, elderly peple may fall r get injured, and nt be able t help themselves r even call fr help.
3.T help prevent elderly peple frm taking unnecessary risks, we shuld make sure that their hmes are easy t get arund in, with handrails, ramps instead f stairs, and even walking surfaces.
PPT29-38
Language Pints:
1.slip 考查热度★★
【热点品味】slip v. 滑倒；溜走 n.滑倒;小错误;纸条
【教材原句】When he gt ut f the bathtub, he slipped and fell n the flr.
他从浴缸里出来时滑倒在地上了。
【实例品读】
Amy slipped dwnstairs and ut f the huse.
埃米悄悄地下楼，溜出了屋子。
I put her name n the slip.
我把她的名字写在那张纸条上。
【热点归纳】
(1)slip ne's mind/memry 被忘记
(2)a slip f the tngue 口误
(3)a slip f paper 一张纸条
【考点精练】语法填空
①She ________ (slip) n the wet flr and brke her leg.
②She lked rund befre pulling ut a package and ________ (slip) it t the man.
③I knw he didn't mean t say that. It was nly ________ slip f the tngue.
Answers:slipped;slipping;a
2.attempt 考查热度★★★★
【热点品味】attempt n．努力；尝试；企图 vt.试图；企图
【教材原句】While attempting t talk t the peratr,
Mrs Taylr discvered that she culd nt speak. 在试图与接线员通话时，泰勒夫人发现自己说不出话来。
【实例品读】
Every year abut 40,000 peple attempt t climb Kilimanjar ,
the highest muntain in Africa.每年约有四万人尝试攀登非洲的最高峰—乞力马扎罗山。
He is determined t pass the ral English interview at his first attempt.他决心第一次尝试就通过英语口语面试。
【热点归纳】
(1)make an attempt t d/at ding sth. 试图做某事
at ne's/the first attempt 第一次尝试
(2)attempt t d/at ding sth. 试图做某事
(3)attempted adj. 未遂的，企图的
【考点精练】语法填空
(1) The bys made ________ attempt t leave fr camping but were stpped by their parents.
(2) Fr years researchers have attempted __________ (shw) that televisin is dangerus t children.
Answers:an;t shw
3.3. have truble (in) ding sth. 考查热度★★★★★
【热点品味】have truble (in) ding sth. 做某事有困难/麻烦
【教材原句】Then she realised that she culd nt get up,and she was having truble breathing .
然后她意识到她站不起来了，她呼吸困难。
【实例品读】
Such a persn has great truble in waking up in the mrnings.这样的人在早晨醒来方面存在着很大的困难。
It is nt uncmmn fr students t have truble understanding classics.学生理解名著有困难，这很常见。
【热点归纳】
(1)have great/much/sme/ n/little truble in ding sth.做某事有很大/很多/一些/没有/很少困难
(2)have difficulty/truble/prblems/a hard time with sth.在某事上有难处
(3)there is n difficulty/truble (in) ding sth./with sth.做某事/在某事上没有困难
(4)表示“做某事有困难”还可以用下列几种结构：
d sth. with difficulty/truble
It’s difficult (fr sb.) t d sth.
【考点精练】语法填空
(1)Yu can’t imagine what truble we had ________(walk) hme in the snwstrm.
(2)A Lndner has _______ (much) truble understanding a Sctsman frm Glasgw than understanding a New Yrker.
Answers:walking;mre
4. Her mbile phne was already set up t call an emergency number at the push f a buttn, s it was easy t call fr help. 考查热度★★★★
【精品译文】她的手机已经设置好了，只要按下一个按钮就可以拨打紧急号码，所以很容易就能拨打求助电话。
【实例品读】
It’s nt difficult t find ut infrmatin abut the prgrammes. 找到这些节目的信息并不难。
It’s difficult fr us t pass the exam. 对我们来说通过这次考试是很难的。
【看点解读】
本句是it 作形式主语的句型，由不定式做真正主语，即 “It + be + adj. + fr sb t d sth”，这种结构主要是为了使句子保持平衡，以避免头重脚轻。【经典归纳】
it作形式主语笼统地讲分为三种情况：
It + 谓语+ t d / ding / 名词性从句。
具体说可分为以下常见几种句型：
It is＋n./adj.＋ d sth.
It is/was＋过去分词＋that...
It seems/lks＋ if...
It happened/happens that...
It’s n use/gd ding sth.
【考点精练】语法填空
(1)N matter where he is ,it is his rule ____________(g)fr a walk befre breakfast.
(2)It is n use ___________ (say)any mre abut it.
Answers:t g,saying
Practice(PPT 39-44)
Ⅰ.英汉互译
1.msquit n. __________
2.carpet n. ___________
3.peratr n. ___________
4.needle n. ___________
5.__________ vi.滑倒;滑落;溜走n.滑倒;小错误;纸条
6.__________ adj.年老的;渐老的(委婉)
7.__________ n.救护车
8.__________ vi.& vt.推迟;延期(做某事)
耽误;耽搁 n.延误;耽搁(的时间);推迟
_________n.病房
in the treatment f _______________
withut delay ______________
12._________________ 发出
13._________________ 服药
14._________________ 立刻
15._________________ 求助
16._________________ 处于困境中
17._________________ 处于危险中
Answers:1.蚊子 2.地毯 3. 电语接线员;操作员
4 针;缝衣针;注射针;指针 5.slip 6.elderly 7.ambulance 8.delay 9.ward 10.在……的治疗中
立刻;毫不延迟地 12.send ut
take medicine 14.right away
15.call fr help 16.in truble 17.in danger
Ⅱ.单句语法填空
1.We can chse between staying at hme and__________ (take)a trip.
2.I shwed them I was independent by__________ (wear)strange clthes.
3.___________(have)tea in the late afternn prvides a bridge between lunch and dinner.
4.The man felt very happy with s many children___________(sit)arund him.
5.I lked up and nticed a snake__________ (wind)its way up the tree t catch its breakfast.
Answers:1.taking 2.wearing 3 Having 4 sitting 5.winding
Discussin:Edit the stry by crrecting any mistakes regarding the use f the -ing frm.
Last night there was a big strm, brught high winds and blwing rfs ff huses. By mrning, hwever, the strm had passed and the streets were dry. While ges t schl, Peter nticed a yung by lie in the rad near a dwned pwer line. Nt mved, the by lked dead and his face was turning blue. Peter was walking ver t help the by; when he heard a man shuting "Stp! Dn’t mve!” Peter turned and saw a man running twards him with a serius face. “Dn’t tuch him! Yu culd get killed!” the man shuted “Call an ambulance!" Peter ran t a shp nearby t call fr help. Went back int the street ,he saw the man uses a lng piece f wd t mve the pwer line away frm the by. Having freed f the pwer line, the by was picked up and carried a safe distance away. "Stp peple frm cming near the pwer line!" the man tld Peter. The man then started ding CPR n the by. A crwd began t grw, and Peter tried his best t keep them away frm the pwer line.Finally, an ambulance and the fire brigade arrived. The medics began lking after the by while fire fighters tk care f the pwer line.Unable t see what was happening, Peter was quite wrried abut the by. After twenty minutes, Peter felt happy when he saw the medics lifting the by, nw is talking, int the ambulance.
Answers:
Lines 1-2: Last night there was a big strm, bringing high winds and blwing rfs ff huses.
Lines 4-5:While ging t schl, Peter
nticed a yung by lying in the rad...
Lines 6-7: Nt mving, the by lked dead...
Lines 14-15: Ging back int the street, he saw the man using a lng piece f wd...
Lines 16-17: Having been freed f the pwer line...
Lines 28-29: Peter felt happy when he saw the medics lifting the by, nw talking...
Ask sme students t name five sentences in which the verb-ing frm acts as a sentence cmpnent.
T d it by students themselves.
Students review the passage and find mre sentences that cntain the -ing frm f the verb.
Read the five sentences in activity 2 silently.
Students discuss in pairs with their partners first, then check their answers tgether.
Use a prjectin t shw the sentences the students have rewritten.
Let Ss finish matching them.
Practice the special patterns.
Let students summarize the verb -ing structure in the first and fifth sentences.
Read and fill in the blanks by themselves.
Check the crrect verb frm in the blank.
The teacher leads the students t distinguish predicate verbs frm nn-predicate verbs.
After the whle class discussed tgether, the teacher naturally intrduced the safety prblem f the elderly living alne
Guide students t learn and analyse language pints.
Learn and understand mre language pints under the teacher’s guidance.
D the exercises by individuals.
Have a teamwrk in pairs.
Read the article again and learn smething by heart.
T experience and summarize the verb frms.
T make a further analysis f the sentences structures .
T Experience the functins and advantages f verb frms in different aspects.
Pay attentin t the underlined parts f the sentences.
Explre the grammar f -ing frms.
T highlight
the verb -ing frm.
T further study the -ing frm .
T experience the differences between different frms f expressin.
T take the next step and feel the effect f the -ing frm.
T learn t use the given verb frm accrding t the cntext.
T accumulate different expressins.
Let Ss think f mre abut the passage.
T further understand the grammatical functin f the -ing frm.
Let the students fcus n the cntent f the language, rather than being limited by individual language frms.
T imprve the knwledge f knwledge.
Pay attentin t the cmplex sentences.
T let them use the useful structures t practice .
T find ut the errrs in the cncrete cntexts.
Further imprve the understanding f this knwledge pint thrugh practice.
课堂小结
Summary:
1.Analyze sentence structures.
2.Guide students t find ut sme useful grammar rules.
3.Learn the imprtant wrds, phrases and sentences f this perid.
Hmewrk:
D Exercises 1,2,3 and 4 n P89 f Wrkbk .
.
1. Translating the sentences.
2.Analyzing the sentences and guiding students t draw a cnclusin.
3.Practicing and cmparing sme sentences.
1.T find ut grammar rules .
2.T grasp language pints.
T train students’ ability f using the -ing frms.
板书
Language pints:
slip
attempt
have truble ding sth.
was easy t call fr help
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