高中英语人教版 (2019)必修 第二册Unit 5 Music评课ppt课件

这是一份高中英语人教版 (2019)必修 第二册Unit 5 Music评课ppt课件，共15页。PPT课件主要包含了subject，attribute，adverbial，having，not doing，being done，living，Trying，breathing，lying等内容，欢迎下载使用。

T review and summarize the functin and structure f the -ing frm.
T use and talk with the -ing frm crrectly in cntext.
目标一: T review and summarize the functin and structure f the -ing frm.
Activity 1: Task 1 Translate the fllwing sentences.
1. 你可以想象，烧伤会导致非常严重的伤害。2. 进行急救是治疗烧伤的第一步也是最重要的一步。3. 最好将烧伤部位放在冷水下，特别是在开始的十分钟内。4. 如果有必要的话，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以便保护烧伤的地方。
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.
Cmpare them with yur wn sentences, and cnsider the advantages f the -ing frm in accuracy and simplicity.
Task 2 What is the functin f the -ing frm in each sentence belw?
predicative
bject cmplement
bject after a prepsitin
Task 3 Find mre sentences using the -ing frm frm the reading passage and state their functins. And summarize the functin f the -ing frm.
●作定语:说明被修饰词的性质、特征、用途，或所修饰的人/事物的 动作、状态，如:a visiting schlar、the girl wearing a red hat。● 作表语:说明主语的性质、状态或内容，如: The film is interesting. His hbby is cllecting stamps.●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，如: I smell smething burning in the kitchen.
●作状语:表示动作发生的时间、条件、结果、原因或伴随状况等， 如:Seeing thse pictures, he remembered his childhd.●作主语:表示事物化、抽象化概念，如:Seeing is believing. ●作宾语:表示动作的对象，或代替it作真正的宾语， 如:We tried t avid making mistakes. I dn't think it pssible living in such a cld place.
Activity 2: Task 1 Replace each underlined part with a suitable -ing frm and rewrite the sentence as necessary.
1 When he gt 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?3 She had been 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 finger5 After she had been bitten by msquites, she applied sme medicine t her skin.
Check yur answers:
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.
Wrk with a partner and summarise the different structures f the -ing frm. When is each ne used?
basic frm: ding negative frm: nt ding negative passive frm: nt being dne perfect passive frm: having been dne
Task 2 Pay attentin t the structure f these sentences and fill in the table belw.
nt havingdne
nt being dne
nt havingbeen dne
目标二：T use and talk with the -ing frm crrectly in cntext.
Activity 1: Cmplete the passage with the crrect frms f the given wrds.
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 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.
was already set up
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.
Having been taken
frightening
What happened t Mrs Taylr?
She had a strke when she was alne at hme.She called fr an ambulance and was saved in time.
Read the passage in its entirety and answer the 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"?
第五空, 此处为谓语动词
cleaning, attempting, telling;分别作补语、状语、状语
ding, nt ding, having been dne
while lying, while attempting, after arriving
Activity 2: Wrk in pairs and discuss the fllwing 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?
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.
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