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(共27张PPT)
Discovering Useful Structures
Unit 2
Morals and Virtues
Learning Objectives
PART. 01
Understand the daily study and life of British middle school students by watching videos. Based on your own daily study and life, compare the study and life in Chinese and British schools, and find out the similarities and differences between the two. Talk about your first impression of high school life, and have a preliminary perception of the study and life in the senior high school stage.
Learning Objectives
Master the functions of the -ing form as the adverbial and the object complement by analyzing sentences. Rewrite story passages using the -ing form to enhance structural and grammatical accuracy in describing actions.
Explore the contributions of figures like Dr. Norman Bethune, understanding cross-cultural humanitarian spirit and moral responsibility.
Dissect the grammatical functions of the -ing form in context, and connect figures’ actions to their core values. Link the -ing form’s usage to real-life action descriptions, deepening understanding of grammatical application.
Discuss the -ing form’s functions with peers, sharing examples and insights to reinforce plete -ing form exercises, rewrite story passages, and reflect on grammatical application, taking ownership of mastering the target structure.
Understand the daily study and life of British middle school students by watching videos. Based on your own daily study and life, compare the study and life in Chinese and British schools, and find out the similarities and differences between the two. Talk about your first impression of high school life, and have a preliminary perception of the study and life in the senior high school stage.
Teaching Focuses and Anticipated Difficulties
Master the functions of the -ing form as adverbial and object complement, and rewrite story passages with the -ing form to improve grammatical accuracy in action descriptions.
Dissecting the grammatical functions of the -ing form in specific contexts, and linking the -ing form’s usage to accurate descriptions of figures’ actions in real-life scenarios.
Discovering Useful Structure
PART. 02
Read the sentences below and discuss the function and meaning of each -ing form. Then find more examples from the unit.
... her brother complained, thinking of the high tuition fees.
Thinking of all the people still in need of help, Dr Lin opened a private clinic.
The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role.
the -ing form as the adverbial
the -ing form as the adverbial
the -ing form as the object complement
Though Lin Qiaozhi never married, she was known as the “mother of ten thousand babies”, having delivered over 50,000 babies in her lifetime.
the -ing form as the adverbial
The -ing form as the adverbial and the object complement
一、动词-ing形式作状语
现在分词在句中作结果、时间、原因、伴随、方式、条件、让步等状语。可以把从句转换为分词短语形式，用以代替原来的从句。反过来，分词短语作状语，又可以转换成相应的状语从句或并列句。
1. 时间状语
现在分词作时间状语，相当于when, while, after等引导的时间状语从句。
Hearing the news, they all jumped for joy. = When they heard the news, they all jumped for joy.
听到这个消息，他们都高兴得跳了起来。
2. 原因状语
现在分词作原因状语，相当于because, since, as等引导的原因状语从句。
Being an outgoing girl, I get along well with my classmates. = Because I am an outgoing girl, I get along well with my classmates.
作为一个外向的女孩，我和同学们相处得很融洽。
3. 条件状语
现在分词作条件状语，相当于if引导的条件状语从句。通常使用一般式，位于句首。
Working hard, you will do well in your exams. = If you work hard, you will do well in your exams.
你如果努力学习，就会在考试中取得好成绩。
4. 结果状语
现在分词作结果状语，一般位于句末。前文表示原因，现在分词表示造成的必然结果。
The snow lasted a week, resulting in serious traffic confusion in the whole city.
= The snow lasted a week, so that it caused serious traffic confusion in the whole city.
雪下了一个星期，造成整个城市严重的交通混乱。
（现在分词作结果状语时，现在分词之前可加thus，表示强调。）
The factory reduced its carbon emissions, thus improving the local air quality.
这家工厂减少了碳排放，从而改善了当地的空气质量。
5. 让步状语
现在分词作让步状语，相当于though/although, even if/even though等引导的让步状语从句，此用法相对少见。
Weighing almost fifty kilograms, the box was lifted by him with one hand.
=Though it weighed almost fifty kilograms, the box was lifted by him with one hand.
那箱子将近 50公斤重，但还是被他用一只手拎起来了。
6. 伴随状语
（1）现在分词作伴随状语可位于句首或句末，表示与谓语动词表示的动作同时发生。现在分词是谓语动词表示动作的陪衬动作。
He stood leaning against the wall. 他斜靠着墙站着。
（2）现在分词作伴随状语，往往带有目的性，即目的和伴随兼而有之。多放于句末，且与主句用逗号隔开。
He waited impatiently, expecting his friend could come earlier.
他不耐烦地等待着，希望他朋友能早点来。
二、动词-ing形式作补语
1. 在see, hear, feel, watch, notice, hear等感官动词后和catch, find, have, keep, leave, start等动词之后可以用动词-ing形式作宾语补足语。这时动词-ing形式和句子宾语之间存在逻辑上的主谓关系，并且动词-ing形式表示正在进行的动作。
We saw a light burning in the window. 我们看到窗户上有灯在燃烧。
I felt somebody patting me on the shoulder. 我感觉有人拍我的肩膀。
2. 在“with + 宾语 + 现在分词”结构中，现在分词充当了with宾语的补足语。
With prices going up so fast, we can't afford luxuries.
物价上涨这么快，我们买不起奢侈品。
3. 动词不定式和动词-ing形式作宾语补足语的区别
在see, hear, feel, watch, notice等感官动词后，既可用动词-ing形式作宾语补足语，也可用不带to的不定式作宾语补足语，两者之间有一定的区别。
（1）用动词-ing形式时，表示动作正在进行；
Do you hear someone knocking at the door 你听见有人正在敲门吗？
（2）用动词不定式时，表示动作的全过程已经结束了。
Do you hear someone knock at the door 你听见有人敲门了吗？
4. 过去分词和动词-ing形式作宾语补足语的区别
过去分词和动词-ing形式作宾语补足语的核心区别在于宾语和补足语动作的逻辑关系。
（1）动词-ing形式强调补足语的动作正在进行，或与主句谓语动作同时发生。
I heard her singing an English song when I passed by.
当我经过时，我听见她在唱英文歌。 （经过时，“唱歌” 这个动作正在进行）
（2）过去分词强调补足语的动作已经完成，或表示动作造成的状态结果。
I found the window broken when I got home.
当我到家时，我发现窗户破了。（“窗户被打破” 这个动作已完成，现在呈现 “破了” 的状态）
Complete the sentences with the correct forms of the verbs in the box.
feel want face smile return worry hear knock
1. ________ that his wife had been injured in an accident, Mr Johnson hurried to the hospital.
2. During the operation, she sat in the waiting room for over an hour __________ about him.
3. I saw her whispering something into his ear, obviously not ________ to be heard.
4. He suddenly woke up at midnight when he heard someone _________ at his door.
5. ________ higher import and export costs, the company is looking for ways to survive.
6. __________ from the North Pole, the traveller wrote a book about his experience and had it published the following year.
7. The child lay on her mother’s lap, ________ sweetly.
8. ________ hurt by the rejection, she bit her lip and quietly walked away.
Hearing
worrying
wanting
knocking
Facing
Returning
smiling
Feeling
Henry Norman Bethune was born in Ontario, Canada on 4 March 1890. He began studying medicine at the University of Toronto in 1909, but interrupted his studies to serve as a stretcher bearer for an ambulance in Europe during World War I, but interrupted his studies to serve as a stretcher bearer for an ambulance in Europe during World War I, where he became severely injured. After he recovered, he returned to Canada and completed his medical degree.
Cultural Background
He later interned in London, and then studied surgery at the University of Edinburgh. Bethune worked as a doctor in the US for some years, before joining the Royal Victoria Hospital in Montreal in 1928. In 1935, he made a short trip to the Soviet Union. After he returned home, he joined the Communist Party of Canada. When the Spanish Civil War broke out in 1936, he travelled to Madrid to offer his services to the Republican government in their fight against the Nationalists. He returned to Canada in 1937 to raise money for the Republican cause. He then travelled to Yan'an to join Chinese Communist forces in 1938, later becoming a battlefield doctor for the 8th Route Army. While operating on a soldier, he accidentlly cut his own finger, and as a result developed blood poisoning, which killed him.
Read the following story and rewrite the underlined parts using the -ing form.
Henry Norman Bethune was a Canadian doctor with a very creative mind and a determination to help people. As a small boy, he became very interested in medicine and decided to become a doctor. After he graduated from medical college in 1916, Bethune worked as a doctor in England, the US, and Canada. He reinvented or redesigned over 10 medical instruments to make them more useful. In 1938, Bethune left for China, after he heard that many people were dying in the war. Despite the difficult situation, Dr Bethune did whatever he could to assist the Chinese people. He helped to organise hospitals, taught doctors and nurses, and showed people how to give first aid. Sadly, Dr Bethune passed away in November the following year and was buried in Shijiazhuang. 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.
deciding to become a doctor
after hearing that many people were dying in the war
praising Dr Bethune as a hero to be remembered in China
Rewrite the sentences by changing the adverbial clauses into the -ing forms phrases.
1. Because she is interested in painting, she attends an art club every weekend.
_________________________________________________________________
2. When they heard the bell ring, the students rushed into the classroom.
_________________________________________________________________
3. Though he was tired after the long run, he still finished the rest of the training.
_________________________________________________________________
4. If you practice speaking every day, you will make progress in oral English.
_________________________________________________________________
Being interested in painting, she attends an art club every weekend.
Hearing the bell ring, the students rushed into the classroom.
Practicing speaking every day, you will make progress in oral English.
Being tired after the long run, he still finished the rest of the training.
Vocabulary
1. whisper
whisper (sth) in/into sb’s ear 在某人耳边低声说（某事）
whisper about sth 低声说某事
whisper (sth) to sb 对某人低声说（某事）
in a whisper / in whispers 低声地
例题：
The student whispered _____ his deskmate that he had forgotten to bring his textbook.
to
Vocabulary
2. assist
assist sb to do sth 帮助某人做某事
assist sb in (doing) sth 帮助某人（做）某事
assist sb with sth 在某事上帮助某人
assistant n. 助手，助理；售货员 adj. 助理的 assistance n. 帮助，援助，支持
come to one’s assistance 去帮助某人
with the assistance of 在……的帮助下
例题：
The manager’s _________ (assist) arranged a meeting with the clients next Monday.
assistant
Exercise
PART. 03
1. __________ (judge) from his excited expression, he must have got good grades in the math exam.
2. Each statue has a different face, __________ (lead) researchers to believe that each one is a copy of a real soldier.
3. With the final project deadline ____________ (approach) and many details still left unfinished, the team worked around the clock.
4. When she got home, she found her little brother __________ (watch) cartoons on the sofa.
5. _________ (admire) Judy for her diligence, Mike was determined to learn from her.
Exercise: 用所给词的适当形式填空
Judging
leading
approaching
watching
Admiring
6. As soon as I entered the house, I saw my younger sister __________ (dance) to her favourite music in the living room.
7. When she was cooking , she heard someone __________ (knock) at the door.
8. He turned off his phone, _____________ (concentrate) fully on the task, which helped him finish it ahead of time.
9. ________________ (tell) about the risk of electric shocks, she is very careful while using the hairdryer.
10. The boy received a desirable Christmas gift, __________ (whisper) his excitement to his best friend.
Exercise: 用所给词的适当形式填空
knocking
dancing
Having been told
concentrating
whispering
Summary
PART. 04
添加标题
ADD THE TITLE HERE
Discovering Useful Structure
动词-ing形式作状语和补语
动词-ing形式作状语
动词-ing形式作补语
时间状语
原因状语
条件状语
结果状语
让步状语
伴随状语
基本用法
with+宾语+现在分词
不定式和动词-ing形式区别
过去分词和动词-ing形式区别
Homework
PART. 05
Summarize the usage of the -ing form as the adverbial and the object complement.
Homework
See you next class!

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