Grammar课件配套优秀获奖教案

Module 2 My New Teachers Period Two: Grammar and usage Teaching Aims and Demands: Language knowledge 1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid 2.Grammar: verbs followed by V–ing Reading skill Understanding how to describe a person Affection and attitudes Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high. Learning strategies 1.Categorizing adjectives used to describe characters of people 2.Summing up verbs followed by V-ing. Cultural awareness Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries. Teaching Aids

Multi-media

Teaching Procedures Step1. Revision

1．Help students to revise words that is learnt in Period Two of this module by doing Activity 2 P13. 2．Help the students to review the adjectives used to describe a person by doing Exercise 5 (Workbook P74). 3．Ask the students to read “My New Teachers” and then check their understanding of the passage by doing Activity 4 P13. Step2. General introduction I. Warming up

Warming up by reading Look at these sentences from the text. What do you notice about the verbs that follow the underlined verbs? (Page 14) 1)

But now, after two weeks, the class really likes working with her. 2)

I’ve always hated making mistakes or pronouncing a word incorrectly…

3)

There are a few students who keep coming to class late…

4)

I think this is because he really enjoys teaching Chinese literature.

Ⅱ. Grammar learning Lead in the study of grammar by carrying out the following activities. 1．What verbs have you found that can be followed by V-ing from the passage you’ve just read? (Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”)

2．Look at the passage again. Ask the students to find the sentences with the verbs followed by V-ing.

(Ask students to underline the sentences in the passage and then Teacher shows them

on the screen with the verbs underlined. ) 3.Encourage the students to find out themselves why the sentences are written in

this way by asking “What do you notice about the verbs that follow the underlined verbs?”

(The students may work in pairs.) 4.Collect the answers from the students. ( The verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.) 5．Help the students to sum up the words they’ve learned which can be followed by V-ing.

III. Summary of the

V-ing used as objects

1) Do you know in English some verbs or phrases can only be followed by V-ing as their objects? Please try to remember them: admit

appreciate

avoid

consider

delay

dislike

enjoy

escape

excuse

finish

imagine

mind

miss

practise

risk

resist

suggest

advise

understand

keep(on)

succeed (in)

turn to

give up

feel like

insist on

look forward to

put off

lead to

pay attention to

object to

get down to

prefer…to…

devote…to…

(In addition, there are some preposition phrases: thanks to,

due to,

owing to,

in addition to) 2) Sentence patterns using V-ing as objects:

prevent / stop…(from) doing: 阻止某人作某事

have trouble / difficulty (in) doing: 作某事时遇到困难

have a hard / good time (in) doing: 艰难

/ 轻松地作了某事

spend / pass / waste / kill some time (in) doing: 花费

/ 浪费

/ 消磨时间作某事

be busy (in) doing: 忙着作某事

be accustomed to doing: 习惯于做某事

3) Some verbs can be followed by both V-ing and to do

as their objects without difference in meaning:

prefer

like

love

hate

begin

start

continue He continued to live / living with his parents after his marriage.

结婚后他仍然和父母住在一起。

I like to read in bed but I don’t like having meals in bed.

我喜欢躺在床上看书, 但我不喜欢在床上吃饭。

4) Some verbs or phrases that can be followed by both V-ing and to do as their objects but they are different in meaning: forget

remember

regret

stop

try

mean

want / need / require

can’help

be used to

go on

be afraid

be sure

be sorry

nice to meet you / meeting you ①He tried to pass the exam but failed. 他尽力考及格, 但失败了。

Why not try doing it a third time. 干嘛不再试一次呢? ②I’m sorry to disturb you. 很抱歉要打扰你一下。

I’m sorry for waking you up. 很抱歉叫醒了你。

③The little girl was afraid to clime the fence, because she was afraid of falling off it. 那个小女孩不敢爬围墙，因为她担心掉下来。

④My grandpa is sure to live to 100. 我们确信爷爷会活到100。

My grandpa is sure of living to 100. 爷爷确信他能活到100。

⑤I meant to meet you at the airport. 我本打算去机场接你的。

Missing the bus means walking home. 错过这趟班车就意味着要步行回家。

⑥I want to tell him about it. 我想把此事告诉他。

The patient wants looking after. 病人需要照料。

⑦Pens can be used to write things down. 钢笔能用来写字。

I’m used to living in big cities. 我习惯住在大城市。

⑧I regret to tell you that you failed the exam. 很遗憾地告诉你，你没有及格。

I regret quarreling with my mother.我后悔和妈妈争吵。

⑨Nice to meet you; how are you? 很高兴见到你，你好吗？

Nice meeting you; see you. 见到你很愉快，再见。

Step 3. Language use I.

Help students to learn to use the verbs followed by V-ing as object.

1. Activity 2 P14. 2. Get the students to work in pairs introducing each other by using the verbs in Activity 2. And then ask several pairs to act it out in class. 3. Activity 3 P14.

( Ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.) II. Writing 1．Ask the students to read any paragraph in “Reading and Vocabulary” again first.

2．Give the students each a piece of paper with the paragraph they’ve just read but without any punctuations or any capitalized words. And ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary. ( Show the students’ work on the screen and see if the students can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are O.K.) 3．Get the students to discuss why they punctuate the passage like this by asking some questions. a)

Why do you punctuate your passage like this? b)

Why are punctuations important in writing c)

What is also important besides punctuations in writing? ( Help the students to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.) III. Practice

1．Ask the students to punctuate the passage on P18. (Get the students to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so the students may have a discussion about whose is better and why. In doing this they can practise what they’ve learned just now.)

2. If time is allowed, Teacher may prepare another passage without punctuations or

capital letters to give the students more practice.

3. Ask the students to write a short description of their favourite teacher. Remind the students to use capital letters, commas and full stops where necessary.

( If there is still time in class, Teacher can show some students’ work on the screen, or else in the next period.) Step 4. Consolidation A test-----To check the verbs followed by V-ing.

The NMET tests(相关高考题): 1. When asked by the police, he said that he remembered

at the party, but not

.

A. to arrive; leaving

B. to arrive; to leave

C. arriving; leaving

D. arriving; to leave 2. I don’t want

like I’m speaking ill of anybody, but the manager’s plan is unfair.

A. to sound

B. to be sounding

C. sounding

D. to have sounded 3. He got well-prepared for the job interview, for he couldn’t risk

the good opportunity.

A. to lose

B. losing

C. to be lost

D. being lost 4. I really can’t understand

her like that.

A. you treat

B. you to treat

C. why treat

D. you treating 5. The man insisted

a taxi for me even though I told him I lived nearby.

A .find

B. to find

C. on finding

D. in finding 6. Having been ill in bed for nearly a month, he had a hard time

the exam.

A. pass

B. to pass

C.

passed

D. passing

7. The discovery of new evidence led to

.

A. the thief having caught

B. catch the thief

C. the thief being caught

D. the thief to be caught 8. In some parts of London, missing a bus means

for another hour.

A waiting

B. to wait

C. wait

D. to be waiting 9. Mr. Reed made up his mind to devote all he had to

some schools for poor children.

A. set up

B. setting up

C. have set up

D. having set up 10. Tony was very unhappy for

to the party.

A. having not been invited

B. not having invited

C. having not invited

D. not having been invited 11. Accustomed to

the steep mountains, he had no difficulty reaching the top.

A. climbing

B. climb

C. having climbed

D. have climbed

12. I really appreciate

to relax with you on this nice island.

A. to have had time

B. having time

C. to have time

D. to having time (Keys: CABDC

ABDAB )

Step 5. Summary

1．Give the students some time to recall what they’ve learned in this class.

( Ask the students to think by themselves first, then discuss in pairs and finally share in class.) 2．Ask the students to call out as many verbs as possible which can be followed by V-ing. Step 6. Homework 1.

Sum up the verbs which can be followed by V-ing and write them down in notebooks. 2．Write some sentences about yourself, using the new grammar we learned in this unit.