Grammar and usage(2): Overview: infinitive, verb-ing and verb-ed(I)ppt配套的教学设计及说课稿

Grammar and usage Infinitive, verb-ing and verb-ed I. Teaching aims: ①To lead the students to review infinitive, verb-ing and verb-ed used as attribute; ②To lead the students to learn infinitive, verb-ing and verb-ed used as adverbial; ③To help the students to master the skills and methods of application through practice and conclusion.

Ⅱ. Teaching importance and difficulties: ①How to help the students master the usage and application of the three different forms well? ②How to choose the correct form --- to do/doing/done, especially when it used as adverbial?

Ⅲ. Teaching aids: Textbook, exercise paper, blackboard and chalk, etc.

Ⅳ. Teaching methods: Brain-storming;

Asking questions;

Discussion;

Practice

Ⅴ. Teaching procedures:

Step 1. Lead-in.

To ask the students to make sentences by using infinitive, verb-ing or verb-ed.

Step 2. Revision. ①To lead the students to review and conclude the changing forms --- to do/ to be done/ to be doing; doing/ being done/ having done/ having been done; done; ②How to choose the correct form of them when used as attribute.

★the key: to find out the time --- refers to the past, now or the future?

to find out the voice between the verb and its logical subject --- active voice or passive voice?

Ex: The bridge ________________ (build) last year benefited us a lot. The bridge _________________ (build) now will benefit us a lot. The bridge _________________ (build) next year will benefit us a lot. Answers:

built

(表过去，又表被动)

being

built （表现在进行，又表被动）

to be built

（表将来，又表被动）

…(more exercise)

Step 3. Brain-storming. ①How about the three terms used as adverbials.

②To conclude the usage of “to do”

and “doing”

in the two special adverbials --- purpose and result by asking the students and do some exercise. ③Then to lead the students to learn the two terms ---“doing”

or “done”

in other adverbials.

Step 4. Key points. 1. To recast some sentences: eg:

①When he walked in the street, he met his class teacher.

When ______________ (walk) in the street, he met his class teacher.

_______________ (walk) in the street, he met his class teacher.

②

If I were given more time, I could have done it better.

If I _____________ (give) more time, I could have done it better.

_______________ (give) more time, I could have done it better.

Answers:

walking;

Walking

(和逻辑主语he构成主动关系)

given;

Given

(和逻辑主语I构成被动关系) … (more examples)

2. To make conclusions:

1）排除目的状语

2) 排除结果状语；

3）

口诀：

“一个前提，两个方面”；

一个前提是：分词的逻辑主语和主句主语一致；

两个方面是：

现在分词和过去分词

★

关键就是判断分词跟主句主语之间是构成什么关系，主谓关系即为主动关系，则用现在分词doing；动宾关系即为被动关系，则用过去分词done。

4）注意评注性状语。

generally/frankly/strictly/…speaking;

given ;

considering/taking…into consideration/account ; judging by/from; providing/provided that …

3. Practice makes perfect.

1) To ask the students to finish the exercise in limited time ;

2) To check your answers among your group members and discuss with them to make your final decision;

3) To invite some groups to give their answers as well as reasons.

4) To do more exercise .

4. Homework.

To review what you have learned so far;

To finish the exercise on the paper and workbook and hand them in before 8 pm .