Module4FineArts—Western,ChineseandPopArts教學設計Period2Grammar1;Grammar2一、教材分析Thisperiodiscomposedoftwoparts.ThefirstpartisGrammar1.Inthispartfirstleadthestudentstoreadsomesentencesfromthereadingandvocabularypart.Thestudentscanberequiredtoknowaboutthe-ingformandtheinfinitivethroughtheTrueorFalseexercise.Andthentheyreadtheverbsinthesecondactivityunderstandingwhattheyallmeananddividethemintotwogroupsaccordingtowhichformcanfollowthem,the-ingformortheinfinitive.Thirdly,havethestudentstoreadthroughtheverbalphrasesandcatchtheirmeaningsonthebasisofwhichtheycompletethefollowingsentences.Inthelastactivitytheytofillintheblanksusingthecorrectformoftheverbinthebracket.What’smore,youcanalsoaskthestudentstoworkingroupsandbrainstormasmanyverbstheyhavelearntbeforeandcanbefollowedbythe-ingformandtheinfinitiveaspossible.Youcanalsoholdacompetitiontoconsolidatetheirknowledgeonthisgrammaritem.ThesecondparttobedealtwithisGrammar2,whichisbasedonthefirstpart.Firsthavethestudentsreadthegivensentenceswiththe-ingformassubjectandmakesuretheyunderstandtheirmeaningscompletely.Thenthestudentsneedtofillintheblanksusingthe-ingformofthegivenverbs.Finally,thestudentscomparetheiranswersinpairstodeepentheirunderstandingoftheusesofthe-ingformassubject.Iftheclassisofhigherlevel,theteachercandesignmoreactivitiesforthestudentstodomorepractice.二、三維目標1．知識與技能Developthestudents’readingability.Enlargeandenrichthestudents’grammarknowledge.2．過程與方法Explanationstomakethestudentsmasterthetwogrammaritems.Makethestudentsknowhowtomakeuseofthe-ingformaswellastheinfinitivecorrectlythroughindividualorpairwork.3．情感與價值Makeitfuntocooperatewithothers.Makethestudentsbeinterestedinandlovearts.Trytoraisethestudents’cooperationawarenessintheirstudybypairworkorgroupwork.三、教學重點1．Learntoresearchbycooperation.2．Learntomakeuseofthe-ingformaswellastheinfinitivecorrectly.四、教學難點1．Leadthestudentstotakeanactivepartinclass.2．Makethestudentslearnhowtousethe-ingformaswellastheinfinitivecorrectly.3．Helpthestudentslearnbyheartallverbsthatcanbefollowedbythe-ingformaswellastheinfinitive.五、教學過程Step1ReviewandLead-inOption1—DictationTheteacherreadsoutthefollowingandthestudentshaveadictation.like,dislike,artist,colourful,contemporary,delightful,drawing,paint,painter,painting,scene,traditional,alive,aspect,imitate,observe,reality,style,adopt,aim,standOption2—TranslationThestudentstranslatethephrasesaccordingtotheChinesemeanings.1．同時 6．作為……而聞名2．喜歡 7．對……著迷3．無法容忍 8．逐漸對……產生興趣4．立體主義畫派 9．遵照中國傳統的繪畫方式5．對……感到厭倦 10．模仿某人的生活方式Suggestedanswers:1．atthesametime 6．beknownfor2．befondof 7．becrazyabout3．can’tstand 8．developaninterestin4．cubistartists 9．followthetraditionalChinesestyleofpainting5．gettiredof 10．imitateone’swayoflivingStep2Grammar1FirstdividethestudentsintogroupsoffourtohaveadiscussiononthedefinitionofthegerundaswellastheinfinitiveandwhattheitalicpartinthefollowingsentencesfunctioninPartAandPartB.1．PartAFrancisco’sfirstloveisswimming.FranciscoenjoysswimmingmorethanspendingtimewithhisgirlfriendDiana.Franciscogivesswimmingallofhisenergyandtime.WhenFrancisoworedivefinstoclass,everyoneknewthathewasdevotedtoswimming.Onedaylastsummer,FranciscoandhiscoachwereswimmingatDaytonaBeach.AgreatwhitesharkateFranciso’sswimmingcoach.NowFranciscopracticeshissportinsafeswimmingpools.Suggestedanswers:Swimming=subjectcomplementoftheverbisSwimming=directobjectoftheverbenjoysSwimming=indirectobjectoftheverbgivesSwimming=objectoftheprepositiontoSwimming=presentparticiplecompletingthepastprogressiveverbwereswimmingSwimming=presentparticiplemodifyingcoachSwimming=presentparticiplemodifyingpoolsPartBTowaitseemedfoolishwhendecisiveactionwasrequired.Everyonewantedtogo.Hisambitionistofly.Helackedthestrengthtoresist.Wemuststudytolearn.subjectdirectobjectsubjectcomplementadjectiveadverb2．Theteachermayfirsttellthestudentsthefollowingwords.Thestudentslistencarefullyandthenworkinpairstodiscussthequestion.Insentences,verbsmayhave“-ing”or“todo”formswhentheyareusedasobjects.Canyoufindoutinwhatcasestheyhavetheseforms?(Differentstudentshavedifferentanswers.)3．Option1AskthestudentstoreadthelistedsentencesinthefirstactivityonP35individuallyandcarefullyandcompletethetrueorfalseexercise.Thenputthestudentsintopairstocomparetheiranswers.Next,showthecorrectanswersonthescreenforthewholeclasstoreferto.Orcallbacktheanswersfromtheclass.Suggestedanswers:A.FB.FC.TOption2Showthefollowingsentencesonthescreenforthestudentstoreadindividuallyandmakesuretheyunderstandthemcompletely.Iftheycomeacrossproblemstheycannotsolvebythemselves,theteachercangivesomenecessaryexplanations.Thenputthewholeclassintogroupsoffourtohaveadiscussionontherulesoftheuseofthe-ingformandtheinfinitive.Finally,askafewrepresentativesofsomegroupstoreporttheiranswerstotheclass.(Showthefollowingonthescreen.)Ienjoylisteningtopopmusicgreatly.Sheislookingforwardtohearingfromyousoon.Thankyouverymuchforhelpingmeoutintime.WewanttogiveournewEnglishteacherawarmwelcome.You’dbetterstopworkingnowandhaveashortbreak.TheyneedtosearchformorerelativeinformationontheInternet.Suggestedanswers:verb.+prep.+doingverb.+doingverb.+todo4．Option1ThestudentsfirstreadthewordsinactivitytwoonP35individuallyandmakesuretheyunderstandwhattheyallmean.Thengetthestudentsintogroupsoffourtodividethemintotwogroups,thefirstofwhichcanbefollowedbythe-ingformwhilethesecondtheinfinitive.Thelesstimetheyandthemorecorrectlytheverbsarechosenforeachgroup,thebetteritis.Asksomegrouprepresentativestoreporttheverbstheyhavechosenineachgrouptothewholeclass.Representativesarechosentocountthemandcheckiftheyarecorrect.Finallychoosethegroupwhichchoosethemostcorrectverbsforeachgroupusingtheleasttime.Itwillbethewinner.Suggestedanswers:liketodo/likedoing;decidetodo;enjoydoing;hopetodo;agreetodo;hatetodo/doing;dislikedoing;lovetodo/doing;plantodo;refusetodo;aimtodo;attempttodo;promisetodo;learntodoOption2Theteacherorganizesandholdsacompetition.Firstgetthewholeclassintotwobiggroups—BoyGroupandGirlGroup.Eachgroupneedstobrainstormasmanythatcanbefollowedbythe-ingformandtheinfinitiveastheycan.Limitthetimetheymakeuseoftodothis.Whentimeisup,checkwhichgroupoffermorecorrectverbsbyaskingtherepresentativesofeachgroupreadwhattheythinkoutaloudtothewholeclassorjustlettingthemwritetheverbsontheblackboard.Themore,thebetter.5．ConsolidationActivitythreeOption1Thestudentsreadthroughthelistedverbalphrasesintheboxindividuallyandmakesuretheyunderstandtheirmeaningscompletely,knowingtheyshouldbefollowedbynouns,pronounsaswellasthe-ingform.Thenletthemmatchtheleftpartcontainingtheseverbalphraseswiththerightpartbythemselvestomakeupcompletesentencesandcatchtheirmeanings.Next,thestudentsworkinpairstocomparetheiranswers.Finally,theteacherasksseveralstudentstoreporttheiranswerstothewholeclass.Suggestedanswers:(g(h(c(a/i(d/e(a/f(i(8)b(a/eOption2Readstheseverbalphrasesonebyoneasthestudentsfollowyou.Givesomeexplanationswhennecessary.Thenrequirethestudentstolookthroughthetwopartsofthesentencesquicklyandtrytocatchwhattheymean.Next,dividetheclassintothreebiggroups,eachofwhichisrequestedtocompletethreesentencesbymatchingthetwoparts.Finally,eachgroupsendsarepresentativetowritetheircompletesentencesontheblackboardwhilemembersoftheothertwogroupscheckiftheyarecorrectornot.ActivityfourOption1Thestudentsfillintheblanksusingthecorrectformoftheverbsinthebracketfirst.Thentheyworkinpairstocomparetheiranswers.Finally,theteachercallsbacktheanswersfromtheclassorjustshowsthecorrectanswersonthescreenforthewholeclasstoreferto.Suggestedanswers:tobuystartingtofinishtotakevisitingOption2Theteacherreadsthesentencesonebyonewhilethewholeclassspeakouttheiranswers.Theteachercanconfirmthecorrectanswersandrepeatthemaloudonceagainforthestudentswhogivewrongonestowritedownthem.Finally,askthestudentstoreadthesentencesandlearntheverbalphrasesappearinginthem.Step3Grammar21．BrainstormThestudentshavelearnttheusesofthe-ingformasobject,soyoucanleadthemtoreviewingitandinstructthemtobrainstormotherusesofthe-ingform,orexactlythegerund,throughpairworkorgroupwork.Thenasksomestudentstoreportthemtothewholeclass.Otherscheckifwhattheysayiscorrect.Ifnecessary,givethemsomeexplanations.Suggestedanswers:Gerundsfunctionasnouns.Thus,gerundswillbesubjects,subjectcomplements,directobjects,indirectobjects,andobjectsofprepositions.2．Havethestudentsreadthroughthegivensentencessilentlyandquickly,underliningthe-ingforminthemandthinkingwhattheyfunctionas.Suggestedanswers:Theyallfunctionassubjectsofthesentences.Ifthereareanystudentshaveanydifficultyinunderstandingthis,theteachercangivesomeexplanationsaboutsubjectaccordingtothefollowing:Inasentence,everyverbmusthaveasubject.Iftheverbexpressesaction—likesneeze,jump,bark,orstudy—thesubjectiswhoorwhatdoestheverb.Takealookattheexamplesbelow:Duringhisbiologylab,Tommydancedonthetable.Dancedisanactionverb.Tommyiswhodidthedancing.ThespeedingToyotacrashedintoatelephonepole.Crashedistheactionverb.TheToyotaiswhatdidthecrashing.Notallverbsareactionverbs.Someverbsarelinking.Theseareverbslikeam,is,are,was,were,seem,andbecome,amongothers.Linkingverbsconnectthesubjecttosomethingthatissaidaboutthesubject.Takealookatthisexample:Ron’sbathroomisadisaster.Bathroomisthesubject.Isconnectsthesubjecttosomethingthatissaidaboutit,thatthebathroomisadisaster.Thebathroomtilesarefuzzywithmold.Thewordtilesisthesubject.Areconnectstilestosomethingsaidaboutthem,thattheyarefuzzywithmold.Generally,butnotalways,thesubjectofalinkingverbwillcomebeforethelinkingverb.First,readoutthewordsintheboxandthestudentsrepeatthemafteryou.Ortheycanreadthewordsindividuallyorinpairs.Nomatterwhatwayischosen,makesuretheyunderstandwhattheyallmean.Thentheycompletethelistedsentencesbyfillingintheblankswiththecorrectformoftheverbstheyhavejustreadifnecessary.Next,thestudentsworkinpairsorgroupsandcomparetheiranswers.Finally,callbacktheanswerfromtheclass.Suggestedanswers:BeingabletodrinkingCopyingDrawingHelpingSpending3．ConsolidationUnderlinethegerundsorgerundphrasesinthefollowingsentencesandlabelhowtheyfunctioninthesentence.(subject,directobject,subjectcomplement,objectofpreposition)Swimmingkeepsmeinshape.Swimminginyourpoolisalwaysfun.Tellingyourfatherwasamistake.Thecollegerecommendssendingapplicationsearly.Hewonthegamebyscoringduringtheovertimeperiod.Hermostimportantachievementwaswinningthenationalchampionship.Goingtoworktodaytookallmyenergy.Fightingforalosingcausemadethemdepressed.Suggestedanswers:Swimmingkeepsmeinshape.[subject]Swimminginyourpoolisalwaysfun.[subject]Tellingyourfatherwasamistake.[subject]Thecollegerecommendssendingapplicationsearly.[directobject]Hewonthegamebyscoringduringtheovertimeperiod.[objectofpreposition]Hermostimportantachievementwaswinningthenationalchampionship.[subjectcomplement]Goingtoworktodaytookallmyenergy.[subject]Fightingforalosingcausemadethemdepressed.[subject]Step4SummaryandHomeworkTheteacherrecallswhatthestudentslearntinthisclass.Thestudentsfirstlearntsomethingaboutthe-ingformandtheinfinitiveasobject.Thentheylearntthe-ingformassubject.Inaddition,theyalsolearntsomeimportantandusefullanguagepoints.Thenassignthehomeworktothestudents—completeactivityonetoactivitysixonPages85-86．六、板書設計Module4FineArts—Western,ChineseandPopArtsPeriod2attempttodosth.bedifficultforbegoodforcan’tstandgiveuplookforwardtoputoffsucceedin七、活動與探究Dividethestudentsintothreebiggroups,eachofwhichisgivenatask.GroupOnediscusshowtorememberalltheusesofthegerundsandmakeuseofthemcorrectly.Afterthediscussion,designanexercisetopracticeandconsolidateit.GroupTwodealwiththatoftheinfinitiveandGroupThreetheparticiplesjustasGroupOnedo.Finally,exchangetheirexercisestodomorepractice.八、備課資料ComparingGerundsandInfinitivesThedifferenceintheformofgerundsandinfinitivesisquiteclearjustfromcomparingthefollowinglists:Gerunds:swimming,hoping,telling,eating,dreamingInfinitives:toswim,tohope,totell,toeat,todreamTheirfunctions,however,overlap.Gerundsalwaysfunctionasnouns,butinfinitivesoftenalsoserveasnouns.Decidingwhichtousecanbeconfusinginmanysituations,especiallyforpeoplewhosefirstlanguageisnotEnglish.Confusionbetweengerundsandinfinitivesoccursprimarilyincasesinwhichoneortheotherfunctionsasthedirectobjectinasentence.InEnglishsomeverbstakegerundsasverbaldirectobjectsexclusivelywhileotherverbstakeonlyinfinitivesandstillotherscantakeeither.Manysuchverbsarelistedbelow,organizedaccordingtowhichkindofverbaldirectobjecttheytake.VerbsthattakeonlyinfinitivesasverbaldirectobjectsagreedecideexpecthesitatelearnneedpromiseneglecthopewantplanattemptproposeintendpretendExamples:1．Ihopetogoonavacationsoon.(Not:Ihopegoingonavacationsoon.)2．Hepromisedtogoonadiet.(Not:Hepromisedgoingonadiet.)3．Theyagreedtosignthetreaty.(Not:Theyagreedsigningthetreaty.)4．Becauseshewasnervous,shehesitatedtospeak.(Not:Becauseshewasnervous,shehesitatedspeaking.)5．Theywillattempttoresuscitatethevictim(Not:Theywillattemptresuscitatingthevictim.)Verbsthattakeonlygerundsasverbaldirectobjectsdenyriskdelayconsidercan’thelpkeepgiveupbefondoffinishquitputoffpracticepostponetoleratesuggeststop(quit)regretenjoykeep(on)dislikeadmitavoidrecallmindmissdetestappreciaterecommendget/bethroughget/betiredofget/beaccustomedtoget/beusedtoExamples:1．Theyalwaysavoiddrinkingbeforedriving.(Not:Theyalwaysavoidtodrinkbeforedriving.)2．Irecallaskingherthatquestion.(Not:Irecalltoaskherthatquestion.)3．Sheputoffbuyinganewjacket.(Not:Sheputofftobuyanewjacket.)4．Mr.Allenenjoyscooking.(Not:Mr.Allenenjoystocook.)5．Charleskeepscallingher.(Not:Charleskeepstocallher.)VerbsthattakegerundsorinfinitivesasverbaldirectobjectsStartBeginContinueHatePreferLikeLoveTryRememberExamples:1．Shehascontinuedtoworkatthestore.Shehascontinuedworkingatthestore.2．Theyliketogotothemovies.Theylikegoingtothemovies.3．Brentstartedtowalkhome.Brentstartedwalkinghome.ForgetandrememberThesetwoverbschangemeaningdependingonwhetheragerundorinfinitiveisusedastheobject.Examples:1．Jackforgetstotakeoutthecat.(Heregularlyforgets.)Jackforgetstakingoutthecat.(Hedidit,buthedoesn’tremembernow.)2．Jackforgottotakeoutthecat.(Heneverdidit.)