Unit5FirstAid教案-高中英语人教版选择性

Part1ReadingandThinking(第12课时)TeachingObjectives:Attheendofthisclass,studentswillbeableto1graspexpressionsandlearnknowledgerelatedtofirstaid.2sortouttheinformationontypesandcharacteristicsofburnsaswellasfirstaidtreatment;3.judgetypesofburnsandcarryoutpropertreatmentinemergencysituation.4.thinkdeeplyaboutthesignificanceoflearningfirstaidknowledgeandskills.KeyandDifficultPoints:1.Tohelpstudentstomasterandusevocabularyinvolvedinashorttime.2.Toimprovestudents’abilitytotransformthelearnedknowledgeintopracticalapplication.TeachingProcedureNotesStep1.Prereading(3mins)1.Leadin(2mins)CreateasituationJoy’sLifesavingLaboratoryIntroducethetopic“savelives”,andthenshowavideoaboutagirlburntbygrill.Askstudentstothinkaboutaquestion:HowwouldyougivefirstaidtoSarah?Givethreepossibleanswerstohelpstudentstojudgetheyarecorrectornot:touchtheearlobes,applytoothpaste,bursttheblisters.[Theaimofdesigning]Createasituationtoarousestudents’interestandatthesametimeleadthetopicofthislessonin.Besides,makeitclearthatstudentsknowsomemonsensesoffirstaidforburnsarenotcorrect.2.Prediction(1min)Askstudentstolookatthestructureofthetextandpredict:Whatisthetexttypeofthispassage?(showthequestionsonthescreen.)Whatisthetexttypeofthispassage?A.advertisementB.blogpostC.hospitalleaflet(医院宣传单)D.emailGivestudentstipstorecognizetexttype:lookthroughthetextquicklyfortitles,pictures,charts,thelastparagraph,andanyotherinformationthatmighttellyouwhattypeoftextitis.SuggestedAnswers:C.hospitalleafletIntroducethefeatureoftheleaflet,andhelpstudentstolearnthestructure.[Theaimofdesigning]Enablestudentstohaveaclearmindaboutthestructureofthetextbyobservingthepassage,whichishelpfulinsortingoutinformation.Step2.Whilereading(20mins)Fastreading(5mins)(1)Studentswillbegiven2minutestoskimthetextquicklyandthenanswerthequestionbelow.Whatisthemainpurposeofthispassage?A.Totellusthecausesofburns.B.Toexplainthethreetypesofburns.C.Toshowthethesymptomsofburns.D.Totelluswhattodoifsomeonegetsburnt.SuggestedAnswers:D.Totelluswhattodoifsomeonegetsburnt.Matchthegeneralideaforeachparagraph.Paragraph1ThefunctionsoftheskinParagraph2ThethreetypesofburnsParagraph3WhattodoifsomeonegetsburntParagraph4ThecausesofburnsParagraph5ThecharacteristicsofburnsQuestions:IfIwanttoknowlearnsomeknowledgeabouttheskin,whichpartshouldIreadfirst?2.Carefulreading(15mins)Part1ThefunctionsoftheskinMakestudentsreadparagraph1andfillintheblanks.(showtheexercisesonthescreen.)Whatarethefunctionsofyourskin?1.Itactsasa_______toagainstdisease,toxins,andthesun’srays.2.Ithelpscontrolyourbody_______________.3.Itpreventsyourbodyfromlosingtoomuch________.4.Itwarnsyouwhenthingsaretoo______________.5.Itgivesyou________________.SuggestedAnswers:barrier,temperature,water,hotorcold,senseoftouch.Part2Thecauses,typesandcharacteristicsofburnsMakestudentsreadpart2carefullyandfocusonthekeywords“causes,typesandcharacteristics”,andfindoutanswerstorelatedquestions.Askrepresentativesofeachgrouptorushtoanswer.(1)Whattypesofburnsarethere?_______________________________________(2)Whatarethecausesofburns?______________________________________________(3)Askstudentstomatchpictureswithfirstdegreeburns,seconddegreeburnsandthirddegreeburnsandfindoutthecharacteristicsforeachburns.(4)Askstudentstofindoutpeople’sfeelingsaftergettingeachtypeofburnsandfillintheform.SuggestedAnswers:(1)firstdegreeburns,seconddegreeburns,thirddegreeburns(2)hotliquids,steam,fire,radiation,thesun,electricity,acids,orotherchemicals.SuggestedAnswers:shortsentences/phrases(5)AskstudentstoobservetheburnsSarahgotinthevideoandjudgethetypeofburns.SuggestedAnswers:Firstdegreeburns.Part3Firstaidtreatment1.Askstudentstoreadpart3anddiscusswithpartners.Putthestepsoffirstaidtreatmentinorderanddescribetheprocess.Inviteastudentetotheblackboardtoputthesentencesinorder.___Removeanyclothesusingscissorsifnecessary.___Covertheburntareawithaloose,cleancloth.___Placeburnsundercoolrunningwaterfor10minutes.___Takethevictimtothehospitalifserious.___Drytheburntareagentlywithacleancloth.SuggestedAnswers:3Removeanyclothesusingscissorsifnecessary.4Covertheburntareawithaloose,cleancloth.1Placeburnsundercoolrunningwaterfor10minutes.5Takethevictimtothehospitalifserious.2Drytheburntareagentlywithacleancloth.Aftercheckingtheanswer,askthestudenttobeamodelwhowereburntandreceivethefirstaidtreatmentcarriedoutbytheteacher.Summarizethestepsoffirstaidtreatmentofburnsintofiveverbs:cool,dry,remove,cover,andtake.2.Guidestudentstopayattentiontosome“Dos”and“Don’ts”whilecarryingoutfirstaid.Don’ts:1.Don’tremoveanyclothesiftheysticktotheburntskin.2.Don’tapplyoiltotheburntarea.Dos:1.Iftheburnsareontheface,makesurethevictimcanbreath.2.Ifthevictimgot2or3degreeburns,takethevictimtothehospitalatonce.Step3.Postreading(12mins)1.RoleplaySituation:Ifsomeonegetsburnt,whatwillyoudotohelphim/her?Requirement:(1)Eachgroupisgivenaleafletwithpicturesofburns.(2)3groupmembersworktogethertodecidewhattodotohelpthevictim(伤者).Roles:Victim:getsburnt,describethecharacteristicsofburns.Volunteer1:judgetheburnsandgiveadviceonthetreatment.Volunteer2:performthetreatmentonthevictim.2.ReflectionAftertheroleplayactivity,biningstudentperformance,askstudentstothinkaboutaquestion“Howshouldweactwhilehavingfirstaid?”SuggestedAnswers:calmly,quickly,correctly.Step4Summary(3mins)1.Showtheknowledgelistandaskstudentstorepeattogether.MastersomedetailsofburnsJudgedifferenttypesofburnsCarryoutfirstaidtreatmentforburnsSuggestedAnswers:Mastersomedetailsofburns:causes,typesandcharacteristicsJudgedifferenttypesofburns:first,second,thirddegreeburns;Carryoutfirstaidtreatmentforburns:cool,dry,remove,cover,take2.Showasetofnumbersandaskstudentswhatitindicates.760,327trafficaccidentsinChinalastyear106,367deaths71.16%ofdeathswereduetothelackoftimelyfirstaidSuggestedAnswers:Thenumbersindicatethatfirstaidisveryimportantinsavinglives,soweshouldtryourbesttogiveotherpeopleeffectivefirstaidiftheyareinneed.Step5Assignments(1min)1.Reviewthefirstaidtreatmentforburns.2.Inourdailylife,nobodyknowswhichesfirst,tomorroworanaccident?Imitatewhatyouhavelearnedinthisclassandimagine:Whenyoueacrossanaccidentlikethis,whatwillyoudo?(choking,heartattack,bleeding)Part1ReadingandThinkinglanguagepoints（第3课时）TeachingObjectives:Bytheendofthelesson,studentswillbeableto:understandandconsolidatethemeaningandusageofthevocabularyinthecontext;usetheunittopicvocabularyinarichercontext;sortoutandaccumulatetheaccumulatedvocabulary,establishesthesemanticconnectionbetweenthevocabulary.KeyandDifficultPoint:GuidetheSstouseunittopicwordsandthesentencepatternsinarichercontext.TeachingProcedureNotes1．acidn．酸adj.酸的；酸性的；尖刻的①Everyonedoesn'tliketoheartheacidremarks.尖刻的②Thischemicalactsasapartofanacidinourexperiment.酸③Carscausepollution，bothsmogandacidrain.酸的；酸性的2．minoradj.较小的；次要的；轻微的n．未成年人；辅修科目①Hehadthreeminorsthissemester.辅修科目②Thisisaveryminoroperationandthereisverylittleriskinvolve较小的③Thelawforbidsshopstosellalcoholtominors.未成年人【衍生词汇】1．metren．米→millimetren.毫米；千分之一米2．minoradj.较小的；次要的；轻微的→minorityn．少数；少数民族3．looseadj.松的；未系紧的；宽松的→looselyadv.松弛地；零散地4．radiatevt.发射出(光、热等)→radiationn．辐射；放射线5．urgentadj.紧急的；急迫的；急切的→urgencyn．紧迫；急迫；急事【词汇短语解析】desperateadj.绝望的；孤注一掷的；非常需要的(教材P56)Hewasnowholdinghisthroatwithhisfaceturningred，whilehisdesperatefriendswereslappinghimontheback.现在他正掐着自己的喉咙，红着脸，而他绝望的朋友们在拍打着他的背。[例1]Theymadeadesperateattempttosavethepany.他们为挽救公司作孤注一掷的努力。[例2]Theyaredesperatetoescape.他们急于想逃跑。[翻译]突然丢钱使他很绝望。Thesuddenlossofhismoneymadehimdesperate.[知识拓展](1)bedesperateabout 对……绝望bedesperatefor 极想要……bedesperatetodo... 渴望做某事(2)desperatelyadv. 绝望地；不顾一切地；拼命地easevt.减轻；缓解vi.&vt.使容易；使顺利n．容易；舒适；自在(教材P51)Puttingbutteroroilonburnshelpsbecauseitmayreduceswellingandeasedisfort.在烧伤的地方涂上黄油或油会有帮助，因为它可以减少肿胀和缓解不适。[例1]Asmileisasignthatyouarehappy，whichhelpsputpeopleatease.微笑表示你感到高兴，它能使人感到自在。[例2]Myparentsareretiredandnowlivealifeofease.我的父母都退休了，现在过着安逸舒适的生活。[翻译]医生给了他一些止痛药来减轻他的痛苦。Thedoctorgavehimsomepainkillerstoeasethepain.[知识拓展](1)takeone'sease 使某人放松一下atease 舒适；快活；自由自在putsb.atease 使某人感到轻松自在；使某人安心feel/lookatease 感到/看上去心情放松withease 容易地；毫不费劲地(2)easesb.ofsth. 减轻某人的(痛苦、负担等)interruptvi.&vt.打断；打扰vt.使暂停；使中断(教材P56)ChenWei，ahighschoolstudentinBeijing，hadhisdinnerinterruptedwhenheheardsomeonescreamingfromanothertable.陈伟是北京的一名高中生，当他听到另一张桌子上有人在尖叫时，他的晚餐被打断了。[例1]I'msorrytointerruptyoubuthowcouldtheylivehere?对不起，打断你一下，但他们怎么会住在这儿呢？[例2]Itisnotpolitetointerruptwhensomeoneistalking.在别人讲话时打断他是不礼貌的。[翻译]我正忙的时候请不要来打扰我。Don'tinterruptmewhenIambusy.[知识拓展](1)interruptsb./sth.(withsth.) (因某事)打断某人/某事beinterruptedby 被……打断(2)interruptionn. 打扰；插嘴；打岔；阻断物withoutinterruption 连续地；不断地justifyvt.证明……有道理；为……辩护；是……的正当理由(教材P56)HowcouldIjustifysittingthereanddoingnothing？我怎么能证明坐在那里什么都不做是正当的呢？[例1]Hetriedtojustifyhisabsencewithlameexcuses.他想用站不住脚的借口为自己的缺席辩解。[例2]Howcanyoujustifyspendingsomuchmoney？你怎么能对花掉这么多钱做出令人满意的解释呢？[翻译]你能证明你有着充分理由可以那样说吗？Canyoujustifyyourselfinsayingthat?[知识拓展]justify(doing)sth. 证明……正当justify...to 向……证明……合理justifyoneselfindoing... 在做某事证明自己looseadj.松的；未系紧的；宽松的(教材P51)Covertheburntareawithaloosecleancloth.用一块宽松的干净布覆盖烧伤区域。[例1]Sheiswearingaloosedress.她穿着一件宽松的连衣裙。[例2]Hislogicistooloosetomakemuchsense.他的推理太不严密，没什么道理。[翻译]马自由自在地在田野里。Thehorseislooseinthefield.[知识拓展]atalooseend 无所事事；无事可做breakloosefrom 摆脱，挣脱have(got)aloosetongue 说话没遮拦ontheloose 在逃；不受约束minoradj.较小的；次要的；轻微的(教材P50)Examplesincludemildsunburnandburnscausedbyotherminorhouseholdincidents.例如轻微的晒伤和其他轻微的家庭事故造成的灼伤。[例1]That'sarelativelyminormatter.Wecanleaveittilllater.相对来说那是件小事。我们可以把它留到以后解决。[例2]Evenminorheadinjuriescancauselonglastingpsychologicaleffects.即使是轻微的头部创伤也会对心理产生长期影响。[翻译]就是小问题才会累积。It'sthelittleminorproblemsthataddup.[知识拓展](1)aminormatter 小事aminorparty 少数党(2)minorityn． [U，C]少数民族；少数a/theminorityof 少数的beinthe/aminority 占少数panicvi.&vt.(使)惊慌n．惊恐；恐慌(教材P55)Listencarefullyanddon'tpanic.仔细听，不要惊慌。[例1]Ifeltverynervousandhadtoforcemyselfnottopanic.我感到非常紧张，不得不强迫自己不要惊慌。[例2]Therewasapanicwhenthebuildingcaughtfire.大楼起火时，人们一片惊慌。[翻译]人们听到枪声感到惊慌。Thecrowdpanickedatthesoundoftheguns.[知识拓展](1)panicover/at 因……而恐慌；对……感到惊慌失措panicsb.intodoingsth. 使某人惊慌地做某事(2)getintoapanic 陷入恐慌(动作)beinapanic 陷入恐慌(状态)screamvi.&vt.(因愤怒或恐惧)高声喊；大声叫n．尖叫；尖锐刺耳的声音(教材P56)ChenWei，ahighschoolstudentinBeijing，hadhisdinnerinterruptedwhenheheardsomeonescreamingfromanothertable.陈伟是北京的一名高中生，当他听到另一张桌子上有人在尖叫时，他的晚餐被打断了。[例1]Peoplewerestaggeringabout，screamingwithpain.人们跌跌撞撞地四处乱跑，痛苦地尖叫着。[例2]Peopleranfortheexits，screamingoutinterror.人们奔向出口，恐惧地尖叫着。[翻译]整个屋子都能听到她那高声的尖叫。Herloudscreamscouldbeheardalloverthehouse.[知识拓展]screamat 朝……尖叫screamfor 为……而喊叫screamout 尖声喊出；尖叫着senseoftouch触觉(教材P50)Italsohelpscontrolyourbodytemperature，preventsyourbodyfromlosingtoomuchwater，warnsyouwhenthingsaretoohotorcold，andgivesyouyoursenseoftouch.你的皮肤是抵御疾病、毒素和阳光的屏障。它还有助于控制体温，防止身体失去太多的水分，当东西太热或太冷时，给你警告，并使你有触觉。[例1]Hissenseoftouchgraduallytooktheplaceofsight.他的触觉逐步代替了视觉。[例2]Newlydevelopedrobotshaveasenseoftouchandareabletoseeandmakedecisions.新开发的机器人有触觉，可以看见物体，还能做决定。[翻译]他们非常相信自己的触觉。Theytrustedtheirownsenseoftouchverymuch.[知识拓展]senseofresponsibility/duty 责任感，责任心senseofhumor 幽默感，幽默senseofbelonging 归宿感，归属感senseofsmell 嗅觉senseofbeauty 美感；审美感senseofdirection 方向感techniquen．技能；技术；技艺(教材P50)Whatfirstaidtechniquesdoyouknowof?你知道哪些急救技巧？[例1]Thenewtechniqueworksbetterthantheoneithasreplaced.这项新技术比之前的效果要好。[例2]Sheneedstoworkonherinterviewtechniqueifshe'sgoingtogetajob.如果她想找到工作，就需要在面试技巧上下功夫。[翻译]处理那类问题他有特殊技巧。Hehasaspecialtechniquefordealingwithproblemsofthatsort.[知识拓展]haveatechniquefor 有……的技术techniquein ……方面的技术urgentadj.紧急的；急迫的；急切的(教材P51)Ifthevictimissufferingfromsecondorthirddegreeburns，thereisanurgentneedtotakehim/hertothehospitalatonce.如果受害者属于二度或三度烧伤，就需要立即送他/她去医院。[例1]Canyouetothephone—itsoundsurgent.你能来接个吗——听起来挺紧急的。[例2]Don'tforgetthatone，it'sratherurgent.别把那事忘了，情况相当紧急。[翻译]现在她需要紧急治疗。Sheneedsurgenttreatmentnow.[知识拓展](1)anurgentproblem 急迫的问题beurgentforsb.todosth. 急切地催促某人做某事Itismosturgentthat... ……很紧急(2)urgentlyadv. 紧急地，急迫地【句式解析】havesth.done结构(教材P56)ChenWei，ahighschoolstudentinBeijing，hadhisdinnerinterruptedwhenheheardsomeonescreamingfromanothertable.陈伟是北京的一名高中生，当他听到另一张桌子上有人在尖叫时，他的晚餐被打断了。句式分析：句中hadhisdinnerinterrupted是“have＋宾语＋宾语补足语”结构，hisdinner与动词interrupt之间为被动关系，故用过去分词作宾补。[例1]Thebosshadmesetdownwhatpeoplepresentatthemeetingsaid.老板让我记录下出席会议的人员所说的话。[例2]Thepatientisgoingtohavehistemperaturetaken.这个病人准备请人量体温。[翻译]不幸的是，他在训练中把右腿弄伤了。Unfortunately，hehadhisrightleginjuredduringthetraining.[知识拓展](1)have/getsth.done可以表示：使某事被做(主语有意识的行为，可能是主语自己做，也可能是让别人做)；遭遇/经历(此事违背主语的意愿)。若宾语和宾补之间是主动关系则用：(2)havesb.dosth.(do强调做某事这一事实)(3)havesb./sth.doing(doing强调持续进行某一动作)[名师点津]havesth.done相当于make/getsth.done；不管“havesth.done”结构表示何种意义，sth.与done之间都存在着逻辑上的动宾关系。if...省略句结构(教材P51)Removeanyclothesusingscissorsifnecessary，unlessyouseethefabricstickingtotheburntskin.如果有必要的话，用剪刀剪掉衣服，除非你看到布料粘在烧焦的皮肤上。句式分析：句中ifnecessary为ifitisnecessary的省略结构。[例1]Ifnecessarythepatientcanthenvisithisdoctorforfurtheradvice.如有必要，病人可以上门咨询自己的医生以得到更多的建议。[例2]Thearticlecouldbespunoutto6，000wordsifnecessary.如果需要的话，这篇文章可以加长到六千字。[翻译]如果需要，打个给我。Ifnecessary，givemearing.[知识拓展]ifpossible 如果可能的话ifso 假如这样的话ifnot 假如不是这样的话；不然的话；否则ifever 即使有as引导非限制性定语从句(教材P50)Asyoucanimagine，gettingburntcanleadtoveryseriousinjuries.正如你想象的那样，烧伤会导致非常严重的伤害。句式分析：句中Asyoucanimagine是关系代词as引导的非限制性定语从句，as指代整个主句的内容，作imagine的宾语。[例1]Asyoucanimagine，runningoutofmemoryisabadthing.正如您可以想象的，内存耗尽是一件很糟糕的事情。[例2]Asyouknow，ifyoudothesamethingoverandoveragain，youbegintodoitautomatically.正如你所知道的，如果你反复做同一件事，你就会不自觉地做它。[翻译]众所周知，中国是世界上人口最多的国家。Asisknowntoall，Chinaisacountrywiththelargestpopulationintheworld.[知识拓展](1)as引导非限制性定语从句时，指代整个主句的内容，置于主句的前、中、后均可，意为“正如……”。(2)as在非限制性定语从句中作主语时，通常可用it作形式主语，后接that引导的主语从句或用what引导的主语从句来转换。(3)引导限制性定语从句。这时，其先行词的前面通常有such，thesame修饰，构成thesame...as，such...as结构。【长难句解析】1．Applyingoiltotheinjuredareasisabadidea，asitwillkeeptheheatinthewoundsandmaycauseinfection.[分析]句中Applyingoiltotheinjuredareas为动名词短语作主语，谓语为第三人称单数，as引导的是一个原因状语从句。[译文]在烧伤的地方涂油是不明智的，因为它会使里面的热散不出去，并可能导致感染。2．Italsohelpscontrolyourbodytemperature，preventsyourbodyfromlosingtoomuchwater，warnsyouwhenthingsaretoohotorcold，andgivesyouyoursenseoftouch.[分析]句中and连接表示顺承关系的四个并列谓语，其中whenthingsaretoohotorcold为when引导的时间状语从句。[译文]它还有助于控制体温，防止身体失去太多的水分，当东西太热或太冷时，给你警告，并使你有触觉。Part2LearningAboutLanguageDiscoveringusefulstructures(第45课时)Teachingobjectives:1.torewritethesentencewiththeingformandsummarizethedifferentstructuresinthesentence2.tosummarizethegrammaticalfunctionofthe"ing"formoftheverbandunderstanditsexpressiveeffect.3.tolearngrammarfromselfinductionofgrammarrulestoflexibleuseofgrammarpointsandlanguageoutput.4.tounderstandthedifferencebetween–ingformofverbsandthegerundforms.KeyandDifficultpoint:1.Guidestudentstolearngrammarfromselfinductionofgrammarrulestoflexibleuseofgrammarpointsandlanguageoutput.2.Guidestudentstounderstandthedifferencebetween–ingformofverbsandthegerundforms.TeachingProcedure NotesStep1:Theteacherasksstudwentstofindoutallthesentencesinthisunitcontaining–ingformsandthensumuptheirfuctions.1．Italsohelpscontrolyourbodytemperature，preventsyourbodyfromlosingtoomuchwater...2．Asyoucanimagine，gettingburntcanleadtoveryseriousinjuries.3．Thefirstandmostimportantstepinthetreatmentofburnsisgivingfirstaid.4．Burnsaredividedintothreetypes，dependingonthedepthofskindamage.5．Examplesincludeburnscausedbyelectricshocks，burningclothes，orpetrolfires.6．Removeanyclothesusingscissorsifnecessary，unlessyouseethefabricstickingtotheburntskin.7．Applyingoiltotheinjuredareasisabadidea，asitwillkeeptheheatinthewoundsandmaycauseinfection.8．Placeburnsundercoolrunningwater，especiallywithinthefirsttenminutes.语法功能：1．句1中的v.­ing形式在句中作宾语。2．句2、7中的v.­ing形式在句中作主语。3．句3中的v.­ing形式在句中作表语。4．句4、6中v.­ing形式在句中作状语。5．句5、8中v.­ing形式在句中作定语。6．句6中v.­ing形式在句中作宾补。Step2:TheteacherinstructsSstoreviewthebasicknowledgeabout–ingforms：动词­ing形式在句中的语法作用：动名词在句中作主语、宾语、表语和定语，现在分词在句中作状语、宾语补足语和定语。一、动词­ing形式(动名词)作主语1．动词­ing形式作主语时，往往表示经常性、习惯性的动作，通常置于句首。Readingaloudisagoodwaytolearnalanguage.大声朗读是学习语言的一种好方法。Wastingaperson'stimeisthesameaskillinghimforhisproperty.浪费别人的时间无异于谋财害命。2．形式主语it代替动词­ing形式作主语。此类句式常见的有：It'sawasteoftimedoingsth.做某事是浪费时间It'suseless/worthwhiledoingsth.做某事没用/是值得的It'snogood/use/fundoingsth.做某事没用/没意思Itisnousewaitingforotherpeopletomakedecisionsforyou.等别人替你做决定是没有用的。Itisawasteoftimepersuadingsuchapersontojoinus.劝说这种人加入我们是浪费时间。3．当句型“Thereisno...”表示“不允许、禁止某种行为的发生或存在”时，需用动词­ing形式作主语。Thereisnodenyingthattheenvironmentisfrombadtoworse.不能否认，环境状况正在逐步恶化。Thereisnojokingaboutsuchmatters.这种事开不得玩笑。Playingwithfireisdangerous.玩火危险。Becareful！Toplaywithfirewillbedangerous.小心点！玩火会带来危险。Swimmingisagoodsportinsummer.夏天游泳是一项好的体育活动。It'snouseplainingwithouttakingaction.只抱怨不行动是没用的。二、动词­ing形式(动名词)作宾语1．作动词的宾语常接动词­ing形式作宾语的动词有：avoid、miss、postponeadvise/suggest、finish、practiceenjoy、imagine、can'thelpadmit、deny、envyescape、risk、excusestand、keep、mindWouldyoumindopeningthewindow?你介意打开窗子吗？Hetriedtoavoidansweringmyquestions.他试图对我的问题避而不答。2．作动词短语的宾语常见的跟动词­ing形式作宾语的动词短语有：insiston、objectto、begoodat、befondof、leadto、putoff、giveup、lookforwardto、feellike、devoteto、get/beusedto、payattentionto、beworth等。Heinsistedondoingitinhisownway.他坚持要按照自己的方法做。3．在有些动词的后面，如：start、begin、continue等既可接动名词也可接不定式作宾语，两者意义区别不大。Theycontinuedworking/toworkasifnothinghadhappened.他们继续工作，似乎什么也没发生过。4．在love、hate、prefer、like等动词后接动词­ing形式作宾语指经常性的动作，用不定式作宾语指具体的动作。Hepreferredstayinginthehousewhenitrained.下雨时他宁愿待在家里。(用动词­ing形式作宾语，指每逢天下雨都待在家里。)Iprefertostayathomethisafternoon.今天下午我宁愿留在家里。(用动词不定式作宾语，表示今天下午留在家里这一具体的动作。)5．有些动词(短语)后跟不定式和动词­ing形式作宾语均可，但含义不同。常见的有：动词宾语的形式意义forgettodo忘记做……doing忘记做过……remembertodo记着要去做……doing记得做过……regrettodo遗憾/抱歉要做……doing后悔做了……trytodo尽力做……doing尝试做……Pleaseremembertogivemybestregardstoyourfamily.请记着代我向你的家人问好。Istillremembervisitingthemuseumforthefirsttime.我仍记得第一次参观博物馆的情景。6．下列动词可接动词­ing形式的主动形式表示被动意义，相当于不定式的被动形式。need/want/require/deservedoing＝need/want/require/deservetobedoneThebikeneedsrepairing/toberepaired.这辆自行车需要修一下。三、动词­ing形式作表语作表语的动词­ing形式包括现在分词和动名词。1．现在分词作表语，往往具有形容词的性质，说明主语的性质、特征等。作表语的现在分词，许多是由能够表示人们某种感情或情绪的动词变化而来的。常见的有moving、interesting、encouraging、exciting、inspiring、boring、surprising、puzzling、amusing、astonishing...这类分词有“令人……的”的含义，常修饰物。Theargumentisveryconvincing.这个论点很令人信服。Yourspeechisveryinterestingandencouraging.你的演讲很有趣而且很鼓舞人。2．动名词作表语多表示抽象性的或习惯性的动作，一般说明主语的内容。Herjobiskeepingthelecturehallascleanaspossible.＝Keepingthelecturehallascleanaspossibleisherjob.她的工作是尽量使报告厅保持干净。Hisjobispaintingwalls.他的工作是粉刷墙。Hisjobistopaintthewall.他的工作是粉刷这面墙。四、动词­ing形式作定语动名词和现在分词都可以作定语，但有所区别。1．动名词作定语表示被修饰词的某种性能或用途，相当于for引导的介词短语。Nooneisallowedtospeakaloudinthereadingroom.阅览室里不准大声说话。2．现在分词作定语时，它和被修饰词之间有逻辑上的主动关系，表示所修饰词进行的动作，相当于一个定语从句。Theboyplayingfootballontheplaygroundismyyoungerbrother.＝Theboythat/whoisplayingfootballontheplaygroundismyyoungerbrother.在操场上踢足球的那个男孩是我的弟弟。Youshouldadapttothechangingsituation.你应该适应不断变化的形势。Thegroundiscoveredwithfallenleaves.地上满是落叶。五、动词­ing形式(现在分词)作宾语补足语动词­ing形式作宾语补足语时，表示正在进行的动作或经常存在的状态。动词­ing形式常作以下动词的宾语补足语。1．表示感觉和心理状态的感官动词(短语)(常见的有see、hear、feel、smell、find、notice、observe、lookat、listento等)＋sb.＋doingsth.(作宾语补足语)。Ifeltsomebodystandingbehindme.我感觉有人站在我后面。Isawthelittleboycryingthere.我看到小男孩在那儿哭。2．表示指使意义的使役动词(常见的有have、let、keep、get、leave等)＋sb./sth.＋doingsth.(作宾语补足语)。Wekeptthefireburningallnightlong.我们让火整夜燃烧着。Iwon'thaveyourunningaboutintheroom.我不允许你在房间里跑来跑去。Theyuseputerstokeepthetrafficrunningsmoothly.他们用电脑使交通畅通。Theoldcoupleoftentakeawalkaftersupperintheparkwiththeirpetdogfollowingthem.那对老夫妇晚饭后经常带着他们的宠物狗在公园散步。Hehadthewallspaintedthismorning.他今天早上让人粉刷了墙。Tom'smothermadehimpaintthehouse.汤姆的母亲让他油漆房子。Becareful,oryou'llhaveyourhandshurt.当心，否则会弄伤手的。3．用于with复合结构中。Icouldn'tdomyhomeworkwiththenoisegoingon.由于噪音不断，我没法做家庭作业。Withsomanypeoplelookingather,shefeltnervous.这么多人看着她，她感到紧张。Isuddenlyfeltmyselfbeinghitbyaheavyfist.我突然感到自己被重重地打了一拳。六、动词­ing形式(现在分词)作状语的用法现在分词(短语)在句中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。1．作时间状语(相当于一个时间状语从句)Walkinginthepark,shesawanoldfriend.＝When/While(shewas)walkinginthepark,shesawanoldfriend.当她在公园里散步时，她看到了她的一个老朋友。2．作原因状语(一般可转换成由as或because引导的原因状语从句)Beingill,hecouldn'tgotoschool.＝Ashewasill,hecouldn'tgotoschool.因为生病了，他无法去上学。3．作条件状语(一般放在句首，其前可以加if、unless等连词)。Workinghard,you'llmakegreatprogress.＝Ifyouworkhard,you'llmakegreatprogress.如果你努力工作，你将取得很大进步。4．作结果状语现在分词作结果状语时，通常放在句末，中间用逗号隔开，表示一种顺其自然、意料之中的结果。Thehospitalhasrecentlyobtainednewmedicalequipment,allowingmorepatientstobetreated.这家医院最近得到一批新的医疗设备，这使更多的病人能得到治疗。5．作让步、方式和伴随状语现在分词作让步、方式和伴随状语时，说明动作发生的背景和情况。作伴随状语时，表示分词的动作和主句的动作同时发生，此时它可转换成并列句。Marysatbythewindowoftheclassroom,readingabook.＝Marysatbythewindowoftheclassroomandwasreadingabook.玛丽坐在教室的窗边读一本书。Thereisnogreaterpleasurethanlyingonmybackinthemiddleofthegrassland,staringatthenightsky。没有什么比躺在草地中央，望着夜空更快乐的事了。Beingpoor,hecan'taffordaputer.因为穷，他买不起电脑。Newly­builtwoodencottageslinethestreet,turningtheoldtownintoadreamland.新建的木屋沿着街道排列，把老城区变成了一个梦幻之地。七、动词­ing形式的时态和语态语态时态主动语态被动语态一般式doingbeingdone完成式havingdonehavingbeendone1.现在分词的时态当现在分词的动作与谓语动词的动作同时发生时，用分词的一般式；当现在分词的动作先发生，而谓语动词的动作后发生时，用分词的完成式。Walkinginthestreet,Imetanoldfriendofmine.我正在大街上行走时，遇到了一位老朋友。(walking和谓语动词met同时发生)Havingfinishedtheletter,hewenttopostit.他写完信后就把它寄了出去。(havingfinished是先发生的，went是后发生的)2．现在分词的语态使用现在分词的主动式还是被动式，这主要取决于现在分词和句子主语之间的关系。句子的主语就是分词的逻辑主语。Havingbeenshownaroundthefactory,theywereveryhappy.(现在分词的被动式)被领着参观了工厂后，他们很高兴。Havingfinishedhishomework,hewenttobed.(现在分词的主动式)完成了作业后，他上床睡觉。Seeingnobodyathome,hedecidedtoleavethemanote.看到没人在家，他决定给他们留个便条。Havingbeentoldforseveraltimes,hestillcouldn'tunderstandtherules.虽然被告诉了好几次，他还是不明白规则。Havingreceivedhisreply,sheranghimup.收到他的回信后，她给他打了。Beingtalkedto,youshouldlookintotheeyesoftheperson.和别人说话时，你应该看着对方的眼睛。Havingbeenaskedtoworkovertimethatevening,Imissedawonderfulfilm.由于那天晚上被要求加班，我错过了一场精彩的电影。八、动词­ing形式的否定形式及动词­ing形式的复合结构1．动词­ing形式的否定形式通常是在其前加not，带有逻辑主语时not应放在逻辑主语和动词­ing形式之间。Youhavenoexcusefornotgoing.你没有理由不去。Hewaspunishedfornothavingfinishedhishomework.他因未完成作业而受到惩罚。2．动词­ing形式复合结构由物主代词或人称代词宾格、名词所有格或普通格加动词­ing，即“sb./sb.'s＋doing”构成。动词­ing形式的复合结构实际上是给动词­ing形式加了一个逻辑主语。动词­ing形式的复合结构有四种形式：①形容词性物主代词＋动词­ing②名词所有格＋动词­ing③代词宾格＋动词­ing④名词＋动词­ingHeringtohelpencouragedallofus.她来帮忙鼓舞了我们所有人。Thebabywasmadeawakebythedoorsuddenlyshutting.这个婴儿被突然的关门声吵醒了。Canyouimaginehim/Jackcookingathome?你能想象他/杰克在家做饭的样子吗？无生命名词无论是作主语还是作宾语都不能用第②种形式。Tom'swinningfirstprizelastyearimpressedmealot.汤姆去年得了一等奖使我印象深刻。Step3:summaryPart4UsinglanguageReadingforwriting(第6、7课时)Teachingobjectives：Attheendoftheclass,thestudentswillbeabletoanalyzethestructureofthepassage,graspthewritingcharacteristicsofthenarrative,andexperiencethecohesionandtransitionbetweenparagraphs;mastertheoperationstepsofHeimlichfirstaidmethod,explorethethemeofthearticle,andlearnChenWei'sspiritualquality.writetheirownfirstaidstoriesaccordingtotherequirementsofthenarrative.actbravelyforajustcauseandconveythehumanitarianspirit.KeyandDifficultpoint:GuideStudentstoanalyzethestructureofthepassage,graspthewritingcharacteristicsofthenarrative,andexperiencethecohesionandtransitionbetweenparagraphs;Instructthestudentstowritetheirownfirstaidstoriesaccordingtotherequirementsofthenarrative.TeachingProcedure NotesStep1:Lookanddiscuss:Whathappenedinthepicture?Anddoyouknowhowtodealwithiturgently?keys:Totreatachoke,youshouldmakehim/herspitbypattinghim/herontheback.Step2:ReadthearticleandthenputA—Einthecorrectplacesinthetext.A:chokingvictimsusuallyhaveonlyaboutfourminutesbeforetheycollapseandsometimesd