Grammar优秀教案范文

Module 3 Interpersonal Relationships-Friendship Teaching aims:

To know the forms of having done and v-ing and v-ed and learn how to use them. Important and difficult points: . Make the Ss know how to use the form of having done and make sure its real meaning. Teaching procedures:

Grammar(1) Step1. Ask the Ss to read the passage and think about the questions.

Ask every two Ss to discuss the questions. Ask all the Ss to do it and then ask three or four Ss to answer the question. Do you think good friends should never quarrel? Why or why not？

Step 2. Let the Ss to read the words in the box after the teacher.

Ask the Ss to read the short passage and explain the words hurt, personality, quarrel according to the context. If the Ss have difficulty in doing this the teacher can give them a hand. The teacher asks the Ss questions and let the Ss answer them as quickly as possible. Listen to the tape and ask the Ss to write down the information using key words. Then ask some Ss to say some sentences about the topic. Listen to the tape again and ask the Ss to correct their answers if necessary the teacher can let the Ss listen to the tape for the third time. Step 3. Ask the Ss to read the sentences in the book and the teacher can add the following sentences. 1.

Walking through the street, he caught sight of a tailor’s shop.

2.

Playing football on the ground, he hurt his leg.

The teacher tells the Ss about having done using the designed questions in the book and the added examples. 1.

The form of having done means the action happens before the main action, but the form of doing means the action and the main action happens at the same time. 2.

The form of having done has the same subject as the form of doing.

3.

The forms of having done and doing all express initiative to the subject.

Step 4. Ask the Ss to finish the exercises in Activity2, but the teacher must let the Ss compare the form of having done with the form of doing. For example Activity2 I felt shy and lonely at my school because I had lost all my old friends. Having lost…

I enjoyed my stay in London better than my friend because I know English. Knowing English…

Activity4 After I had been to his house a few times, I started to get to know his family. Having been to…

When he heard the news, he let out a cry of surprise. Hearing the news…

The teacher can add the following exercises to strengthen the Ss’ understanding about the form of having done and the form of doing. 1.

The dog jumped and ran forward, _______ (follow) his master. 2.

______ （carry）out the task ahead of time, he was praised by his boss. 3.

The students were in high spirits, ______ (sing) all the day. 4.

______ (live) there for a long time, he is used to the food there. 5.

______ (hurry)into the room, he noticed something unusual. 6.

______(walk)home along the street, he came across an old friend. 7.

______ (not receive)an answer, he wrote to him again.

Grammar(2) Step 1. Ask the Ss to finish the blanks in Activity1. The teacher asks the questions in Activity2 and sum them up. Remember to do something: you must do it. Remember doing something: you did it before. Regret to do something: you feel sorry for what you are going to do.

Regret doing something: you feel sorry for what you have done. Step 2. Ask the Ss to finish the exercises in Activity3. The teacher let the Ss to sum them up. Stop to do something: You stop the work you have been doing in order to do it. (“to do” is used as the adverbial of purpose.) Stop doing something: You stop the work you have been doing; you no longer do what have been doing. (“doing” is used as the object to “stop”.)

Forget to do something: You should do it, but you haven’t done it.

Forget doing something: You have done it, but you forget about it. Go on to do something: You finish doing what you have been doing and move on to something else. Go on doing something: You continue doing what you have been doing. Step 3. Ask the Ss to read the passage and then get a main idea of the passage. Step 4.

Read the passage and number the sentences in Activity 2 in the order they appear. Answers of Activity 3: e b f d g a c. Answers of Activity 4: 3 Step 5: Ask the Ss to work in pairs and discuss the answers to the questions. 1 Did you have a close friend when you were a young child? What sort of things did you do together? 2 Are you still in touch with this person? If so, have you remained in touch all the time? If not, when did you lose touch? Did something special happen which changed your friendship? 3 How many friends do you still know from your primary school or before? Do you still get on well with them, or have you grown apart? 4 What are the most important features of a good friendship? What are the dangers?