高中英语人教版 (2019)选择性必修 第二册Unit 5 First Aid教案

这是一份高中英语人教版 (2019)选择性必修 第二册Unit 5 First Aid教案，共7页。

T review the uses and functins f the -ing frm
T analyse the sentence structures and get the right answers
T make a cnclusin abut hw t use the -ing frm prperly
What is the functin f the -ing frm in each sentence belw? Can yu express the same ideas withut using the -ing frm?
1. As yu can imagine, getting burnt can lead t very serius injuries.
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 giving first aid.
The first and mst imprtant step in the treatment f burns is t give first aid.
3. It is best t place burns under cl running water, especially within the first ten minutes.
It is best t run sme cl water and place burns under it, especially within the first ten minutes.
4. Remve any clthes using scissrs if necessary, unless yu see the fabric sticking t the burnt skin.
Use scissrs t remve any clthes if necessary, unless yu find that the fabric is sticking t the burnt skin.
5. Yu can prtect the burnt area by cvering it with a lse clean clth.
T prtect the burnt area, yu can cver it with a lse clean clth.
请从准确性和简洁性对以上五组句子进行对比，总结动词-ing形式在表意方面的功能和优势。
动词-ing形式
动词-ing形式具有动词的特征，同时又具有名词、形容词和副词的特征。有时态和语态的变化形式。
动词-ing形式的基本用法
动词-ing形式的否定式是在前面加nt。
1. 动词-ing形式作主语
通常表示一种概念、习惯或经验。
e.g. Learning new wrds is very imprtant fr me.
Talking is easier than ding.
注意：动词-ing形式作主语时，如果其结构内容较长，可用it作形式主语，而将作主语的动词-ing形式后置。
e.g. It’s n use waiting here.
动词-ing形式的基本用法
2. 动词-ing形式作表语
说明主语的性质、状态或内容。
动词-ing形式作表语时，句子的主语常是表示无生命的事物的名词或what引导的名词性从句。
e.g.
Her jb is washing and cking. Althugh it is tiring, she likes it.
2. 动词-ing形式作表语
说明主语的性质、状态或内容。
动词-ing形式作表语时，句子的主语常是表示无生命的事物的名词或what引导的名词性从句。
e.g.
Her jb is washing and cking. Althugh it is tiring, she likes it.
动词-ing形式作宾语
1) 作动词的宾语
e.g. T avid being nticed, she slipped int the rm.
2) 作某些动词短语的宾语
e.g. Mary is thinking f ging back t New Yrk.
3) “d+限定词（如my, sme, any, the等）+ 动词-ing
形式”表示“做……事”。
e.g. The husehld ften des sme cleaning n Saturday afternn.
4) 作介词的宾语
e.g. Her sister is gd at learning physics.
5) 作形容词wrth, busy等的宾语
e.g. This bk is well wrth reading.
4. 动词-ing形式作定语
1) 表示被修饰词的性质、作用或用途, 意为“供……用”，相当于介词fr短语，常置于被修饰词之前。
e.g. a waiting rm = a rm fr waiting
2) 表示被修饰词的动作或状态，被修饰词与动词-ing形式之间是主动关系，相当于一个定语从句。
单个的动词-ing形式作定语时，放在被修饰词之前; 动词-ing形式短语作定语时，则放在被修饰词之后。
e.g. The girl perfrming n the stage has a gift fr dance.
5. 动词-ing形式作宾语补足语
补充说明宾语正在进行的感官动作、心理状态或使役动作等。
常见的感官动词有: see, watch, hear, feel, smell, find, listen t, lk at, ntice, bserve；其他动词有: set, keep, have, get, leave, catch等。
e.g. I saw him walking in the street.
I heard them singing in the classrm.
They use cmputers t keep the traffic running smthly.
6. 动词-ing形式作状语
动词-ing形式作状语时，可以表示时间、原因、结果、条件、让步、方式、伴随情况等。
可以根据需要在其前加上连词while, when, nce, if, unless等。
e.g. Crssing the street, he was kncked dwn by a car.
He fell ff the bike, breaking his left leg.
A grup f children were sitting arund the teacher, playing games.
Seeing thse pictures, he remembered his childhd.
1. The next mrning he hired a bat and set ut t find the well-knwn painter.
… And when he saw the mists rising frm the river and the sft cluds ____________ (surrund) the muntain tps, he was reduced t tears.
(2020年新课标全国卷III)
2. As well as lking at exhibits, visitrs can play with cmputer simulatins (模拟) and imagine themselves living at a different time in histry r ____________ (walk) thrugh a rainfrest.
(2020年全国新高考I卷)
3. …Later, they learned t wrk with the seasns, planting at the right time and in dry areas, ____________ (make) use f annual flds t irrigate (灌溉) their fields.
(2020浙江卷）
Replace each underlined part with a suitable -ing frm and rewrite the sentence as necessary. Wrk with a partner and summarise the different structures f the
-ing frm. When is each ne used?
1. When he gt ut f the bathtub, he slipped and fell n the flr.
When getting ut f the bathtub, he slipped and fell n the flr.
2. Is there any reasn why we are nt ging t have the first-aid training this week?
Is there any reasn fr nt having the first-aid training this week?
3. She had been tld abut the risk f electric shcks and this made her very careful while using hairdryers.
Having been tld abut the risk f electric shcks, she was 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.
Nt being watched carefully by his parents, the child tuched a ht irn and burnt his finger.
5. After she had been bitten by msquites, she applied sme medicine t her skin.
After being/having been bitten by msquites, she applied sme medicine t her skin.
Cmplete the passage with the crrect frms f the given wrds. What happened t Mrs Tayr?
Mrs Taylr was an elderly wman __________ (live) alne. One 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 realised that she culd nt get up, and that she was having trule _____________ (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 Tayr discvered that she culd nt speak. _____________ (nt, hear) an answer, the peratr knew that Mrs Tayr must be in truble. Telling Mrs Tayr that everything wuld be OK,
she immediately sent an ambulance. After _________ (arrive), the ambulance team quickly fund Mrs Tayr and withut delay gave he xygen, put in an IV needle, and checked her vital signs. ________________ (take) t the hspital and treated immediately, Mrs Tayr'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.
After finishing the passage, answer the fllwing questins:
What is the functin f each –ing frm yu used?
Amng all the structures filled in, which is different frm the thers? Why?
Can yu find mre –ing frms in the passage? What are their functins in the sentences?
Hw many different structures did yu use in the passage? What are they?
Did yu find any structure like “when/after + ding”?
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?
Discuss the fllwing questins.
1. What shuld peple d when facing a frightening experience like Mrs Tayr's?
When having a frightening experience like Mrs Taylr's, peple shuld try t get help, like she did.
2. What are sme risks that elderly peple may encunter when living alne?
When living alne, elderly peple may fall r get injured, and nt be able t help themselves r even call fr help.
3. What can we d t help prevent elderly peple frm taking unnecessary risks?
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.
Hmewrk
Finish the exercises n page 90.
主动
被动
一般式
ding
being dne
完成式
having dne
having been dne