Agardenofpoems（TheFifthPeriod）。

俗话说，凡事预则立，不预则废。作为教师就要在上课前做好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来，帮助教师掌握上课时的教学节奏。那么一篇好的教案要怎么才能写好呢？为满足您的需求，小编特地编辑了“Agardenofpoems（TheFifthPeriod）”，大家不妨来参考。希望您能喜欢！jAB88.cOM

TheFifthPeriod
Grammar:ThePastParticipleUsedasAdverbial
TeachingAims:
1.EnablethestudentstomastertheusageofthePastParticiplewhenitisusedasAdverbial.
2.Enablethestudentstomasterthetransformationbetweenthepastparticiplephraseandtheadverbialclause.
TeachingImportantPoints:
1.HowtousethePastParticiple
2.HowtotellthedifferencebetweenthePresentParticipleandthePastParticiple.
TeachingDifficultPoint:
HowtochoosethePresentParticipleandthePastParthciple.
TeachingMethods:
1.Comparisionmethodtogetthestudentstoknowhowtousetheparticipleclearly.
2.Discussionmethodtogetthestudentstomasterwhattheyvelearned.
3.Pairworkorgroupworktomakethestudentsactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
StepIIGreetings
Greetthewholeclassasusual.
StepIIRevisionandPresentation
T:InthethirdperiodofUnit4,welearnedthePastParticipleusedasAttributeandAdverbial.Nowlookatthesesentences.CanyoutellmewhichpastparticipleisusedasAttributeandwhichisusedasAdverbial?
(Showthefollowingonthescreen.)
1.MostoftheartistsinvitedtothepartywerefromSouthAfrica.
2.Givenmoreattention,thetreescouldhavegrownbetter.
3.Theprofessorcameintotheclassroom,followedbyhisstudents.
4.ThefirsttextbookswrittenforteachingEnglishasaforeignlanguage
cameoutinthe16thcentury.
Ss:Yes,wecan.
T:WhocantellusinthefirstsentencewhatthePastParticipleissuedas?
S1:Iknow.ItisusedasAttribute,modifyingthenoun“artists”.
T:Yes.OK.LiLu,youtry,please.
S2:IthinkitisusedasAdverbialinthesecondsentence.
T：Good.
S3:ItisusedasAdverbialinthethirdsentence,too.
T:(Totherestoftheclass.)Isthatright?
Ss:Yes.
T:Good.Noproblem.Now,thelastsentence.Whoknows?
S4:Letmehaveatry.IbelieveitisusedasAttribute.Itmodifies“thefirst
textbooks”.
T:(Askanotherstudent.)Doyouagreewithhim/her?
S5:No,Idontthinkso.IthinkitisusedasAdverbial.
T:Yeah,now,wehavetwodifferentopinions.whichoneiscorrect?Whoseopiniondoyouagreewith?
Ss:Thefirstansweriscorreet.ItisusedasAttribute,notAdverbial.
T:Why?
Ss:Becauseitmodifiestheword,“textbooks”.
T:Good.ItisusedasAttribute.Iagreewiththefirststudent.
StepIIIExplanation
T:WeknowthatthePastParticiplecanbeusedasAdverbial.Nowlookatthesesentencesontheblackboard.
(Teacherwritesthefollowingontheblackboard.)
1.Dontspeakuntilspokento.
2.Givenmoretime,wecoulddotheworkmuchbetter.
3.Destroyedbytheearthquake,thehousehadtoberebuilt.
T:Whatarethesepastparticipleusedus?
Ss:TheyareallusedasAdverbial.
T:Yes,Youreright.AndweknowthatthePastParticipleusedasAdverbialcanexpressdifferentadverbials,suchas:time,cause,condition,mannerandsoon.DoyouknowwhatthePastParticipleineachsentenceexpresses?Whoknows?
Sa:ThePastParticipleinthefirstsentenceexpressestime.Thesecondoneexpressescondition.Andthelastoneexpressescause.
T:Verygood.Now,Illgiveyouafewminutestodiscusswithyourpartner
abouthowtoreplacethesepastparticiplesbyusingadverbialclauses.
T:(Afewminuteslater.)Whodliketotrythefirstsentence?
Sb:Idliketo.“Dontspeakuntilyourespokento.”
T：Good.Pleasesitdown.Whataboutthesecondsentence?Whoknows?
Sc:Iknow.Ifweweregivenmoretime,wecoulddotheworkmuchbetter.
T:OK.Sitdown,please.Now,thelastsentence.Whowantstohaveatry?
S:Beeausethehousehadbeendestroyedbytheearthquake,ithadtoberebuilt.
T:Good.
(Teacherwritesthesentencesaboveontheblackboard.)
StepVIComparison
T:Asweallknow,thePastParticipleandthePresentPartieiplecanbeusedasAdverbial,forexample:(Teacherwritesthefollowingexamplesonthe
blackboard.)
1.Seenfromthehill,ourschoollooksmorebeautiful.
2.Seeingfromthehill,wecanseeourbeautifulschool.
T:Lookatthesetwosentencescarefully.Canyoutellusthedifferencebetweenthem?
S:ThefirstsentenceusesthePastParticipleasAdverbialwhilethesecondsentenceusesthePresentParticipleasAdverbial.
T:Good.Doyouknowwhy?
S:Becausethesubjectinthefirstsentenceis“ourschool”,butinthesecondsentencethesubjectis“we”.
T:Verygood.Whenweareusingparticiples,weshouldpayattentiontothesubjectsinthesentences,andtheparticipleweusemusthavethesamelogicalsubjectasthesubjectinthesentence.Ifthesubjectinthesentencereceivestheaction,weshouldusethePastParticipleasAdverbial;ifthesubjectinthesentencedoestheaction,weshouldusethePresentParticipleasAdverbial.Doyounderstand?
Ss:Yes.
StepVPractice
T:Lookatthesentencesonthescreen.Joineachofthefollowingpairsof
sentencesturningoneofthemintoaparticiplephraseandmakingother
necessarychanges.Doitinpairsorgroups.Example:Weweredisturbedbythenoiseandhadtofinishthemeetingearly.
→Disturbedbythenoise,wehadtofinishthemeetingearly.
Rewritethesentences,usingthePastParticiple.
1.Theyweresurprisedattheideaandbegantodiscussitamongthemselves.
2.Marywasmuchinterestedandsheagreedtogiveitatry.
3.Iwasdeeplymoved,andthankedthemagainandagain.
4Thetwomenweredelightedandtheythoughtupmanyotherideas,too.
5.Wehadbeentaughtbyfailureandmistakesandhavebecomewiser.
6.Iwasshockedatthewasteofmoneyanddecidedtoleavethecompany.
7.Hewaspersuadedbyhisfriendstogiveupsmokingandthrewhisremainingcigarettesaway.
Suggestedanswers:
1.Surprisedattheidea,theybegantodiscussitamongthemselves.
2.Muchinterested,Maryagreedtogiveitatry.
3.Deeplymoved,Ithankedthemagainandagain.
4.Delighted,thetwomenthoughtupmanyotherideas,too.
5.Taughtbyfailureandmistakes,wehavebecomewiser.
6.Shockedatthewasteofmoney,Idecidedtoleavethecompany.
7.Persuadedbyhisfriendstogiveupsmoking,hethrewhisremaining
cigarettesaway.
T:OK.Nowlookatthescreen.Letsdomoreexercises.Youmaydiscusswith
yourpartner.
(Teachershowsthefollowingonthescreen.)
Choosethebestanswers:
1.______someofficials,Napoleaninspectedhisarmy.
A.Followed
B.Followedby
C.Beingfollowed
D.Havingbeenfollowed
2.__________byhisteacher,hehasmadegreatprogressinhislesson.
A.HelpedB.Tohelp
C.HelpingD.Help
3.Thecomputercenter,________lastyear,isverypopularamongthestudentsinthisschool.
A.openB.opening
C.havingopenedD.opened
4.Thevisitorexpressedhissatisfaction,___________thathehadenjoyed
hisstayhere.
A.havingaddedB.toadd
C.addingD.added
5.___________inthought,healmostranintothecarinfrontofhim.
A.LosingB.Havinglost
C.LostD.Tolose
6.__________histelephonenumber,shehadsomedifficultygettingintouch
withBill.
A.Notknowing
B.Knowingnot
C.Nothavingknown
D.Havingnotknown
7.If_________thesametreatmentagain,heissuretogetwell.
A.givingB.give
C.givenD.beinggiven
8.in1636,HarvardisoneofthemostfamousuniversitiesintheUnitedStates.
A.Beingfounded
B.Itwasfounded
C.Founded
D.FoundingSuggestedanswers
1.B2.A3.D4.C5.C6.A7.C8.C
(Teacherthenaskssomestudentstodothemonebyone.)
StepVITest
T:Nowletshaveatest.Completethefollowingsentences.Writeyouranswersonapieceofpaper.Later,wellcheckittogether.
(Teacherusesthemicromediaequipmenttoshowthefollowingonthescreen.)
Completethesentences:
1._______（只要看一次），itcanneverbeforgotten.
2._______(被认为是这个城市里面最好的)，thefactorywasgivenamedal.
3._______Thevisitorcamein,________（后面跟着一群年轻人）。
4._______（在党的领导下），thepeoplehaveimprovedtheirlivingconditionsgreatly.
5._______（在她的话的鼓励下），theboylaterwentuptohisteacherandsaid“sorry”.
6.If_______（加热）toahightemperature,waterwillchangeintovapour.
7._______（从太空中望去），theearthisawatercoveredglobe.
8.Theobjectonthetableisafan______（由羽毛制成的）。
Suggestedanswers:
1.Onceseen
2.Regardedasthebestinthecity
3.followedbyagroupofyoungfellows
4.LedbytheParty
5.Encouragedbyherwords
6.heated
7.Seenfromspace
8.madeoffeathers
(Afewminuteslater,teacheraskssomestudentstosaytheiranswers.Ifsomestudentsmakeanymistake,theteachershouldgivethecorrectanswerandgivesomeexplanation,too)
StepVIISummaryandHomework
T:Inthisclass,wevediscussedtheuseofthePastParticiple.Thatis,howtouseitanditstransformationwiththeadverbialclauses.Afterclass,weshoulddomorepracticeaboutthistomasterthem.OK.Timeisup.Somuchforthisclas.Seeyoutomorrow.
StepVIIITheDesignoftheWritingontheBlackboard
Unit4Agardenofpoems
TheFifthPeriod
Grammar:ThePastParticiple
I.1.Dontspeakuntilspokento.
Dontspeakuntilyouarespokento.
2.Givenmoretime,wecoulddotheworkmuchbetter.
Ifweweregivenmoretime,wecoulddotheworkmuchbetter.
3.Destroyedbytheearthquakethehousehadtoberebuilt.
Becausethehousehadbeendestroyedbytheearthquake,thehouse
hadtoberebuilt.
II.1.Seenfromthehill,ourschoollooksmorebeautiful.
2.Seeingfromthehill,wecanseeourbeautifulschool.
StepIXRecordafterTeaching
___________________________
___________________________
___________________________
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相关阅读

Agardenofpoems（TheThirdPeriod）

俗话说，磨刀不误砍柴工。作为高中教师准备好教案是必不可少的一步。教案可以让学生能够在教学期间跟着互动起来，帮助高中教师营造一个良好的教学氛围。我们要如何写好一份值得称赞的高中教案呢？以下是小编为大家收集的“Agardenofpoems（TheThirdPeriod）”欢迎阅读，希望您能够喜欢并分享！

TheThirdPeriod
TeachingAims:
1.Reviewthetexttofinishsomeexercisesaboutpoems.
2.LearnandmasterthePastParticipleusedasAdverbial.
3.Dosomeexercisestolearnthesentencetransformation.
TeachingImportantPoints:
1.HowtogetthestudentstomastertheusageofthePastParticiple.
2.Howtodosentencetransformation.
TeachingDifficultPoint:
Thesentencetransformationbetweenaclauseandapastparticiplephrase.
TeachingMethods:
1.Pairworkorgroupworktomakeeverystudentactiveinclass.
2.Discussionmethodtogetthestudentstomakeclearwhattheyvelearned.
3.Showingandexplanationmethodstohavethestudentsgetaclearconceptaboutwhattheylearn.
TeachingAids.
1.acomputer
2.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
T:Inthisclass,Illcheckyourhomeworkfirst.Inthelastperiod,Itoldyoutomakeatimelinethatshowsthecenturieswhenthepoetswerelivingandtheirnames,includingalltheEnglishpoetsinthetextandsomeoftheChinesepoetsyouknow.Haveyoufinishedit?(Ss:Yes.)NowIllshowtheanswersonthescreen.Checkthem,please.
Englishpoets:
Shakespeare(1564～1616)
Donne(1572～1631)
JohnMilton(1608～1674)
Marvell(1621～1678)
Pope(1688～1744)
Johnson(1709~1784)
Wordsworth(1770～1850)
Byron(1788～1824)
Shelly(1792～1822)
Keats(1795～1821)
Auden(1907～1973)
Chinesepoets:LiBai(701～762)
WangWei(701～761)
DuFu(712～70)
BaiJuyi(772～846)

GuoMoruo(1892～1978)
StepIIWordStudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwellchecktheanswers.
Suggestedanswers:
1.poem2.rhyme3.author4.stories
5.poets6.translated(put)
T:Asweknow,ifwordsorlinesofpoetryendwiththesamesound,including
avowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
SA:Illtry.“horse”and“mouse”,“school”and“fool”.Theyallrhyme.
T：Thatsright.(Showthescreen.)Nowlookatthescreen.Therearetwogroupsofwordsonthescreen.Pleasereadthemandmatchthewordsthatrhyme.
Matchthewords:
A:1.curious2.image3.glory
4.absence5.romantic6.atmosphere
7.special8.embrace
B:a.audienceb.publicc.serious
d.messagee.fearf.social
g.baseh.story
T:(Afewminuteslater.)Haveyoufinished?
Ss:Yes.
T:whowillgiveustheanswers?
SB:Theyare:l.c;2d;3h;4a;5b;6e;7f;8g.AmIright?
T:Sc,doyouagreewithhim?
So:Yes,heisright.
StepIIIGrammar
(Teachershowsthetwosentencesonthescreen.)
ThePastParticipleusedasAdverbial:
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeat
theendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen.WhocantellustheirChinesemeanings?
SDThefirstsentencemeans:一经出版，他的作品就因不押韵而著名。
Thesecondmeans:即使翻译得再好，一经翻译，原作的一些精华就没有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
SE:Illtry.Thefirstsentencecanbeexpressedas:Onceit(=hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.Thesecond:Nomatterhowwellit(=theoriginalwork)istranslated,somethingofthespiritoftheoriginalworkislost.
T:Quiteright.Fromthesentenceswevediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.Areyouclearaboutthat?
Ss:Yes.
T:NowturntoPage30.PleaselookatEx．1．Completeeachsentencebyusingthepastparticipleoftherightverb．Beforedoingthat，whowilltellthemeaningsofthewordsinthebox?
SF：Illtry.“build”means“建设”。“frighten”means“使惊恐”；“bite”means“咬”；“follow”means“跟随”；“shoot”means“开枪”；“see”means“看见”；
“give”means“给”，“examine”means“检查”and“suppose”means“认为”．
T：Verywell．Nowhaveadiscussioninpairsandgiveustheirproperforms．
Whiledoingthis，talkaboutthemeaningo{eachsentence．OK?
(Studentshaveadiscussionandteachergoesamongtheclassandanswersthequestionsthestudentsask．)
Suggestedanswers：
1．Frightened
2．Given
3．followed
4．examined
5.Built
6．seen
7．bitten
8．shot
9.supposed
StepⅣPractice
(TeacherSHOWSthesentencesonthescreen．)
1.Thecastle,burneddownin1943，wasneverbuilt．
2．Ifleftaloneonadesertedisland，whatwouldyoudotosurvive?
T：Lookatt山twosentencesonthescreen．Eachofthesentenceshasapastparticiple．Haveadiscussionaboutthemanddecidetheirfunctions．
(Afterafewminutes’discussion．)
Sa：Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute．modifyingthenoun“castle”．Themeaningfthewholesentenceis：1943年被夷为平地的那座城堡．再也没有重建。
Sb：Inthesecondsentence。“1eftaloneonadesertedisland”isusedasadverbial，
expressingcondition．
T：Whatisthemeaningofit?
Sb：如果你流落到一个荒凉的岛上，为了生存下去。你会怎么办呢?
T：Good．Now，lookatthesentencesonthescreenandthefunctionofeachpastparticiplephrase．Youcandoitinpairsorgroups．
TellthefunctionofthePastParticipleinthefollowingsentences：
1.Theroom，connectedtotherestofthehousebyalongpassage，wascompletelyempty．
2．Connectedtotherestofthehousebyalongpassage，theroomseemsveryquiet。
3．Foldedinhispocket，theletterwasntfounduntiltwentyyearslater．
4.Hewaswalkingaroundwiththeletterfoldedinhispocket.
(Afewminuteslater．)
T：Areyouprepared?(Ss：Yes。)Pleasetellusthefunctionofeachpastparticipleandthemeaningofeachsentence．
Sc：Inthefirstsentence，itisusedasattribute．Themeaningofthesentenceis：这个由一条长长的走廊和房子里的其他地方相连的屋子里面空无一物。
Sd：Inthesecondsentence,thepastparticiplephraseisusedasadverbial．
expressingthecause．Thesentencemeans：因为这个屋子是由一条长长的走廊和别的地方相连接的，所以它很安静。
Suggestedanswers：
3．Adverbial．因为这封信是折叠起来放在他的口袋里的．所以直到二十年后才被发现。4．Attribute．他到处转悠口袋里装着一封折叠起来的信。
StepVConsolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaning,buttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures.
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamong
Chineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
6.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
StepVISummaryandHomework
T:Inthisclass,wevetalkedaboutrhymeandtheuseofthepastparticiple.Thepastparticipleoftheverbcanbeusedasadverbialandattribute,suchas,“One…”;“Thecastle…”.Wealsoknowthatthepastparticiplecanbeexpressedwithaclause,suchas“United…”(Teacherwritesthesentencesontheblackboard.)Todayshomework:Joineachpairofsentencestoformonesentence,usingthepastparticiple.Thatsallfortoday.Classisover.
Jointhetwosentencesineachgroup.
1.MarywasshockedatwhatJackhadsaid.
Shedidntknowwhattosayatfirst.
2.Themirrorwasbroken.
Themirrorwaslyingontheground.
3.lwentintothedarkroom.1wasfollowedbymybestfriend.
4:Theparkisthemostbeautifulplaceinthecity.
ItwasdestroyedbythestormlastSunday.
5.Thedogbarkedatus.
Thedogwastiedtoapolebythedoor.
6.Theyweresadtoseeaseaofflowers.
Theflowerswerecoveredbytheheavysnow.
7.Thescientistiswellknownforhisknowledge.
Thescientistisabletohelptheworkerstogetoutoftheirdifficulty.
8.Thecoinswerecollectedbymycousin.
ThecoinsweremadeinTangDynasty.
StepVIITheDesignoftheWritingontheBlackboard
Unit4AgardenofpoemsTheThirdPeriod
Grammar:ThePastParticipleusedasAdverbial1.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeatthe
endofeachline.
Nomatterhowwelltranslated,somethingofthespiritoftheoriginalwork
islost.
2.Thecastle,burneddownin1943,wasneverbuilt.
Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
3.United,westand；divided,wefall.
Ifweareunited,wewillfall；ifwearedivided,wewillfall.
StepVIIIRecordafterTeaching
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Savingtheearth（TheFifthPeriod）

TheFifthPeriod

Inversion
TeachingAim:
Learnandmastertheuseofinversion.
TeachingImportantPoint:
Helptilestudentstomakeasummaryofallkindsofinversion.
TeachingDifficultPoint:
Helpthestudentsknowinwhichcasesfullinversionisusedandinwhichcasespartialinversionisused.
TeachingMethods:
Revision;summary;explanationandinductivemethods.
TeachingAids:
aprojectorandtheblackboard
TeachingProcedures:
StepGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead-in
T:InUnit9,wevelearntsomesentencesininvertedword-order.Now,Illshow
yousomesentencesonthescreen.Pleasetellwhichareinnaturalornormalword-orderandwhichareininvertedword-order.Lookatthescreenandcomparethemcarefully.
(Showthefollowingonthescreen.)
Outrushedtheboy.
Theboyrushedout.
Onlyinthiswaycanweloseweight.
Wecanloseweightonlyinthisway.
T:Whocantelluswhichareinnormalword-order?
S:Iknow.Thesecondsentenceineachpairisinnormalword-order.
T:Howdoyouknow?
S:Ifthepredicatecomesafterthesubject,itisinnormalword-order.
T:Verygood.Sothefirstsentenceineachpairisininvertedword-order.Inthefirstpair,thewholepredicateofthefirstsentencecomesbeforethe
subject,inthesecondpair,partofthepredicateofthefirstsentencecomes
beforethesubject.Now,pleaselookatthescreen.
(Showthefollowingonthescreenandmakebriefexplanationifnecessary.)
Word-order
naturalword-order:S+V
invertedword-orderV+S
Auxiliary/Modal+S+V
StepHISummaryandExplanation
T:Ifthepredicateverbisplacedbeforethesubject,thesentenceissaidtobe
ininvertedword-order.Suchaword-orderiscalledinversion.Weuseinversionfortworeasons.Onefortheneedofthegrammaticalstructureofagiventypeofsentence,theotherforemphasisofacertainpartofasentence.Inversionhappensinquestions,andinanumberofothercases.Therearetwomainkindsofinversion.Insomecasesthewholeverbcomesbeforethesubject.Thiskindofinversioniscalledfullinversion.Andinmostcases,anauxiliaryverboramodalverbcomesbeforethesubjectandtherestofthepredicateverbcomesafter.Iftheresnoauxiliaryormodalverb,“do”“does”or“did”shouldbeadded.Thiskindofinversioniscalledpartialinversion.Now,let’smakeasummaryoftheinvertedcases.Pleaselookatthescreen.Inthesecases,thewholepredicatecomesbeforethesubject.
(Showthefollowingonthescreen.)
1.Intheconstructiontherebeforexistencee.g.Therearesomebooksonthetable.
Theresaboyintheclassroom.
Note:Someotherverbscanbeusedwith“there”besides“tobe”,suchas:live,exist,remain,come,arise,appear,enter,followandsoon.
e.g.Therecameshoutsforhelpfromtheriver..Thereremainsnothingtobedone.
2.Whenthesentencebeginswithoneoftheadverbs,suchashere,there,now,then,out,away,up,down,off,back,over.
e.g,Theregoesthebell!
Inrushedthechildren.
Note:Whenthesubjectisapersonalpronoun,inversioncantbeused.
e.g.Therehecomes.
Outheran.
3.Whenthesentencebeginswith“such”forreferringback,whichmeanspersonorthingofaspecialkind.
e.g.SuchwasAlbertEinstein.
Sucharethefacts.
Note:Thepredicatemustagreewiththesubjectafteritinpersonandnumber.4.Whenthesentencebeginswithalongadverbialexpressionofplace,especiallyaprepositionalphrasedenotingplace.
e.g.Betweenthetwobuildingsstandsatalltree.
Southofthecityliesasteelfactory.
Note:Someintransitiveverbslike“come”“lie”“stand”“walk”oftenfollow
aftertheadverbialexpressionsofplace.
5.Thewholeorpartofthedirectspeechisplacedatthebeginning,followedby
verbsofreportinglike“answeredJohn”“saidtheoldlady”,whichtellyouwhospokeorhowtheyspoke.
e.g.“Help!”shoutedtheboy.
“Ivehadenough,”saidJohn.
Note:①Whenthesubjectisapronoun,theverbnormallycomesafterit.
e.g.“Youare,”Ianswered.
②Whentheverbofreportingisfollowedbyanindirectobjectoranadverbial,theverbnormallycomesafterthesubject,invertedword-orderisimpossible
e.g.“Why?”theteacheraskedhim.
“Both,sir.”heansweredproudly.
6.Tobalancethesentencestructureortolinkthesentenceclosely.
e.g.Theyreachedafarmhouse,infrontofwhichsatasmallboy.
Insidethepyramidsaretheroomsforthebodiesofthekingsandqueens.Note:Payattentiontothe“agreement”.
T:Inthefollowingcases,partofthepredicatecomesbeforethesubject.
Lookatthescreen.
(Showthefollowingonthescreen.)
1.Toavoidrepetition,“so,neithernor”canbeplacedatthebeginningofasentencewhichsaysthatpeople(orthingorsituation)arethesameasothersthathavejustbeenmentioned.
e.g.(1)--Mymotherisillthisweek.
--Soismysister.
(2)--IcantspeakFrench.
--NorcanI.
(3)--Myhusbandnevertouchesadrying-upcloth.
--Neitherdoesmine.
Note:“So”canalsobeusedinadifferentsense,tointroducesurprisedagreementwithwhathasbeensaid,whichmeans“Yes,indeed!Yourequiteright.”Inthiscase,thesamesubjectismentioned.Inversionisnotused.
e.g.--ThatsIsabel,look!
--Soitis.
2.Insentencesbeginningwithnegativeexpressionslikenever,seldomhardly,scarcely,barely,rarely,little,not,nowhere,bynomeans,innoway,at!
notime,neither…(nor).
e.g.HardlydoIthinkitpossible.
Bynomeansshallwegiveup.
Neitherwilltheorydowithoutpractice;norwillpracticedowithouttheory.
Note:When“little”whichdoespressnegativeisusedasanadjectivebeforethesubject,naturalword-orderisused.
e.g.LittleFranzoftenplayedtruant.
3.Insentencestructureslike“Notonly…,but(also)…;Nosooner…than…;Hardly/Scarcely…when…;Notuntil…;So…that…;Such…that…”.
e.g.Notonlydidweloseallourmoney,butwealsocameclosetolosingourlives.
HardlyhadIarrivedwhenIhadanewproblemtocopewith.
Nountilallthefishdiedintheriverdidthevillagersrealizehow
serioustheproblemwas.
Sofastdoeslighttravelthatitisdifficultforustoimagineits
speed.
Note:Inallthesesentences,inversionhappensinthemainclause,notinthesubordinateclause.
4.When“only”isusedtomodifyanadverbialwhichisplacedatthebeginningofthesentence.
e.g.Onlyinthiswaycanyousucceed.
OnlythendidIrealizethatIwaswrong.
Note:When“only”isusedforemphasisofasubject,normalword-orderis
used.
e.g.OnlyJohnknowstheanswer.
5.Insomespecialformsofunrealconditionalclauses,when“if”isleftout,thestructure“Were(Should,Had)I(you/he,etc)”areusedinsteadof“IfI(you/he,etc.)were(should,had)”.Thatistosay,inversioncanbeused
insteadof“if”.
e.g.Werehe(=Ifhewere)herenow,couldaskhim.
Shouldhe(=Ifheshould)
come,tellhimtoringmeup.
Hadyou(=Ifyouhad)nothelpedme,I’dhavefailed.
Note:Iftheresno：“were”“had”or“should”intheunrealconditional
clauses,inversioncantbeused.
6.Inquestions
e.g.HaveyouseenJohn?
Note:Inversionisnotalwaysusedinquestions.Likethefollowingcases:(1)Inaspecialquestion,ifthesubjectisexpressedormodifiedbyan
interrogativeword,thesubjectcomesbeforethepredicate.
e.g.WhathappenedtoMary?
Howmanypeoplearelisteningtothelecture?
(2)Insomeothercases:
e.g.YouveseenJohn?
IwonderedwhetherhedseenJohn.
7.Insentencesexpressing“blessing”or“concession”.
e.g.Mayyousucceed!
Mayyougainstillgreatersuccess!
Costwhatitmay,Illstickitout.
Note:In“Longlivethepeople!”,inversionisusedwiththewholeverbfore

T:Now,letslookatthescreen,theresanotherkindofinversionyoushould
remember.
(Showthefollowingonthescreen.)
Inanadverbialclauseintroducedby“as”or“though”.
Structure:
predicative
adverbial+as(though)+subject+…
verb
e.g.MuchasIlikeit,1willnotbuyit.
Tryasshemight,shefailed.
Childashewas,hehadtomakealiving.
Note:(1)Whentheadverbialclauseisintroducedby“though”,invertedandnaturalword-orderarebothpossible.
e.g.Thoughsheisyoung,sheknowsalot.
Youngthoughsheis,sheknowsalot.
(2)Whenthepredicativeisacountablenouninsingular,“a”or“an”shouldbeleftout.
e.g.Heroasheis,hehassomeshortcomings.

StepIVPracticeandConsolidation
T:Now,letsdosomeexercises.Pleaselookatthescreen.Finishthembyyourselffirstandthencheckyouranswersinpairs.
(Showthefollowingonthescreen.)
I．Choosethebestanswers:
1.Ifyoudontgothere,________.
A.sowontIB.nordoI
C.neithershallID.sodontI
2.--Hehaspassedtheexam.
--_____________.
A.SohaveIB.SoIhave
C.IhavesoD.SodidI
3.Hardlythebusstationwhenthebusstarted.
A.hasshearrivedat
B.hadreachedshe
C.didshearriveat
D.hadshereached
4.itrain,thecropswouldbesaved.
A.WeretoB.Would
C.ShouldD.Could
5.Listen!______________.
A.Therethebellgoes
B.Thebellgoesthere
C.Thebellgoesthere
D.Theregoesthebell
6.Atnotime_________beatstudent.
A.teacherscant
B.Iwillteachers
C.teacherswillnot
D.cantteachers
7.Notuntil7:00________.
A.hegotup
B.hedidntgetup
C.didhegetup
D.didnthegetup
8.thefilm,1wouldhavetoldyousomethingaboutit.
A.HaveIseenB.HadIseen
C.ShouldIseeD.Ihadseen
9.Afterthatweneversawheragain,norfromher.
A.didwehearB.weheard
C.hadweheardD.wehaveheard
10.Heisunhappy,________.
A.soissheB.neitherisshe
C.soisntheD.norisntshe

(Amomentlater,checktheanswerswiththewholeclass.)
Suggestedanswers:
1~5CADCD6~10BCBAA
II.Choosethebestanswers:
1.--DoyouknowJimquarreledwithhisbrother?
--Idontknow,
A.nordontIcare
B.nordo1care
C.Idontcare,neither
D.1dontcarealso
2.NotuntilIbegantowork__howmuchtimeIhadwasted.
A.didnt1realizeB.didIrealize
C.IdidntrealizeD.Irealized
3.Littleabouthisownsafety,thoughhewasingreatdangerhimself.
A.doeshecare
B.didhecare
C.hecares
D.hecared
4.Notonlypollutedbut__________crowded.
A.wastilecity;werethestreets
B.thecitywas;werethestreets
C.wasthecity;thestreetswere
D.thecitywas;thestreetswere
5.Sothatnofishcanliveinit.
A.thelakeisshallow
B.shallowthelakeis
C.shallowisthelake
D.isthelakeshallow
6.“Itwascarelessofyoutohaveleftyourclothesoutsideallnight.”“MyGod!____________________”
A.SodidIB.SoIdid
C.SowereyouD.Sodidyou
7.--Davidhasmadegreatprogressrecently.
--,and______________
A.Sohehas;soyouhave
B.Sohehas;sohaveyou
C.Sohashe;sohaveyou
D.Sohashe;soyouhave
8.Onlybypractisingafewhourseveryday______beabletomasterthelanguage.
A.youcanB.canyou
C.youwillD.willyou
9.Notuntilallthefishdiedintheriver________howseriousthepollutionwas.
A.didthevillagersrealize
B.thevillagersrealize
C.thevillagersdidrealize
D.didntthevillagersrealize
10.,hedoesntstudywell.
A.Asheisclever
B.Heisasclever
C.Cleverasheis
D.Ascleverheis

(Amomentlater,checktheanswers.)
Suggestedanswers:
1--5BBBCC6--10BBDAC
StepVSummaryandHomework
T:Inthisclass,wehaverevisedandsummarizedallkindsofdifferentinversions.Afterclass,pleasegooverwhatwevelearntaboutinversion.Besides,youshoulddomorepracticetomasteritbetter.Somuchfortoday.Seeyoutomorrow.
Ss:Seeyoutomorrow.
StepVITheDesignoftheWritingontheBlackboard

Unit9Savingtheearth
TheFifthPeriod
Inversion
I.Fullinversion:V+S
II.Partialinversion:Aux/Mod+S+V
III.
predicative
adverbial+as(though)+subject+…
verb
StepVIIRecordafterTeaching

Agardenofpoems（ReferenceforTeaching）

一名优秀负责的教师就要对每一位学生尽职尽责，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生能够在课堂积极的参与互动，帮助高中教师有计划有步骤有质量的完成教学任务。高中教案的内容具体要怎样写呢？考虑到您的需要，小编特地编辑了“Agardenofpoems（ReferenceforTeaching）”，仅供参考，希望能为您提供参考！

ReferenceforTeaching
I．异域风情
1.TheFirstEnglishDictionary
In1747,somebooksellersaskedJohnsontocompileadictionaryoftheEnglishlanguage.Ittookhimeightyearstofinishthisenormouswork,andin1755his“Dictionary”waspublished.Someofthedefinitionsinthedictionaryareoftenquotedtoillustratejohnson’spersonalityorprejudice,as“Oats,n.agrain,whichinEnglandisgenerallygiventohorses,butinScotlandsupportsthepeople”.Butthedictionaryasawholewasagreatworkofscholarship.Johnsonspurposewastomakeadictionary“bymeansofwhichthepronunciationofourlanguage(i.e.English)maybefixed,anditsattainmentfacilitated;bywhichitspuritymaybepreserved,itsuseascertainedanditsdurationlengthened”.Thoughthedictionaryhaslongbeendisplacedbylaterones,itmarkedanepochinthestudyanddevelopmentoftheEnglishlanguage.
His“Dictionary”alsomarkedtheendofEnglishwritersrelianceonthepatronageofnoblemenforsupport.In1747,JohnsonhadaddressedhisplanforthedictionarytoLordChesterfield,adistinguished“patronofliterature”.DuringthesevenlongyearsofJohnsonslabouringonthedictionary,LordChesterfieldhadofferedneitheraidnorencouragementtothepoorlexicographer.Butontheeveofthepublicationofthework,thenoblemanwrotetwopapersfor“TheWorld”,aperiodicaloftheday,praisingthedictionaryandexpectingthatJohnsonwouldnowdedicatetheworktohim.Johnsonthoughtthat“allwasfalseandhollow”,scornedthehoneyedwords,andwrotealettertoLordChesterfield,saying:
“WhenIhadonceaddressedyourLordshipinpublic,Ihadexhaustedalltheartofpleasingwhicharetiredanduncouthlyscholarcanpossess…IsnotaPatron,myLord,onewholookswithunconcernonamanstrugglingforlifeinthewater,and,whenhehasreachedground,encumbershimwithhelp?Thenotice,whichyouhavebeenpleasedtotakeofmylabour,haditbeenearlier,hadbeenkind;butithasbeendelayeduntilIamindifferent,andcannotenjoyit;tillIamsolitary,andcannotimpartit;tillIamknownanddonotcourtit.”
Thisletteristhewritersdeclarationofindependence,signifyingtheopeningofanewerainthedevelopmentofliterature.
2.MulticulturalBritain
ImmediatelyaftertheSecondWorldWar,Britainlookedlikeaprosperousandfriendlycountryforanimmigrantworker.AllCommonwealthcitizenswerefreetoenterthecountryandlookforwork,whichwasplentiful.However,sincetheImmigrationActof1962,Successivegovernmentshaveintroducedregulationstorestrictthenumberofimmigrants.
Itisdifficulttogetstatisticsonrace,butthefollowingpatternsareclear.ThepercentageofnonwhitesinBritainincreasedquiterapidlybetween1945andtheendofthe1970s.Atpresent,morethanhalfthenonwhitesinBritainareimmigrants,butitwillsoonbethecasethatthemajorityofnonwhitesarepeopleborninBritain.
Ethnicminoritieareconcentratedinthecities.Thepercentageofmembersofethnicminortieswhoareunemployed,orinlowgradejobs,ishigherthaninthepopulationasawhole.
Racialdiscriminationandpoorlivingconditionshavecontributedtoracialviolence,especiallyintheday-to-dayformofrelationsbetweenyoungblacksandthepolice,orinthemoreextremefromofinner-cityriots.ThisisdespitetheRaceRelationsAct(1976),whichwasdesignedtopromoteequalityofopportunityforpeopleofallraces.
II．知识归纳
1．callup的用法归纳
(1)给……打电话（主要是美国用法，英国用法是ringup)
OnreachingBeijing．shecalleduphermother．
一到北京．她就给她母亲打了电话。
IcalledTomup(calledup70m)andtoldhimthenews．
我给汤姆打了电话，告诉了他这个消息。
(2)征召入伍，调用(后备部队)
Inmostcountries，menarecalledupatheageofeighteen．
在大多数国家。男子十八岁就被征召服役。
Hisbrotherwascalleduprightatthebeginningofwar．
战争一开始，他哥哥就被征召入伍。
(3)使想起(往事)
7hephotocallsupthestoryo{mygrandmother。
这幅照片使我想起了我的祖母。
Thesoundofthebirdscalleduphappymemorieso{mychildhoodholidays．
鸟叫声使我想起我童年时度假的美好回忆．
有时表示“叫……起床”
WhattimeshallIcallyouup?
我几点叫你起床?
Thedoctorwascalledupfourtimeslastnighttoattendthecase．
医生昨晚被叫了四次料理这个病人。
有时可构成合成词。这时是名词。意思是“(服兵役的)征召令、征集令”。
call—upage征集年龄
Haveyougotyourcall．uppapersyet?
你接到征召文件了吗?
2．getthrough的用法
getthrough的意思较多，主要有下列几种；
(1)完成(=finish，complete)，做完。办完，看完
Tomgetsthroughplentyofworkinthemorning．
汤姆一上午做了大量的工作。
Hegotthroughthenovelinoneevening．
他一晚上看完了这本小说。
(2)通过考试(=passanexam)，让通过
Igetthrougheverysubjectexceptbiology．
除生物外，我通过了所有考试。
Theteachergotallhispupilsthroughwithoutdifficulty．
老师顺利地让所有学生通过了考试。
(3)通过(议案)．被通过((ofabill)pass，bethrough)
PeoplebegantodoubtwhethertheBillwouldgetthrough．
人们开始怀疑议案是否能顺利通过。
Thenewlawhasgotthrough．
新法律已经通过了。
(4)给……接通电话，被接通(toreachsomeonebytelephone)
Icouldntgetthroughtoyourofficeyesterdayafternoon．
昨天下午我打不通你办公室的电话。
TheoperatorfinallygotmethroughtoMrSmithsnumber．
接线员最后为我接通了史密斯先生的电话。
(5)度过时间．用完。吃完(useup)
Hehasgotthrough￥1000inlessthantwomonths．
不到两个月他就把一千元钱花完了。
Jacksongotthroughabigplateo{meatandvegetableandaskedforasecondhelping．
杰克吃完了一大盘烩菜．又叫了服务员．
Wegotthroughthecoaltooquickly．
我们的煤很快就用完了。
(6)穿过，漏进来
7hewatergetsthrougheverytimeitrains．
每次下雨，水都会漏进来。
Hehadnoideahowsuchalargeanimalcouldgetthroughsuchasmallhole。
他不知道这样一个大动物怎样能穿过这样一个小洞。
(7)到达目的地
Istartedassoonasyourmessagegotthrough，ome。
一接到你的口信我就马上开始了。
Ifmoresuppliesdonotgetthrough．thousandsofrefugeeswilldie．
如果更多的供应物资不能到达，成千上万的难民会死去。
getthroughto让人听懂．让人理解
Icantget(it)throughtohimthathemustrest。
我无法让他明白他得休息。
有时表示“传到……”
Thenewsfinallygotthroughtous．
消息最后传到了我们这里。
getthroughwith做完，办完
Idliketogowithyou。butImustgetthroughwithmyhomeworkfirst．
我想和你在一起。但我必须先完成作业。
Idontknowhowtogetthroughwithmywork．
我不知道如何完成我的工作。
Ⅲ．词语辨析
1．poem，poetry，poet，poetical
(1)poem诗(可数名词)
LiYuwrotesomeofthebestrememberedpoems．
李煜写了一些让人怀念的诗。
anepicpoem史诗
alyricalpoem抒情诗
asatiricalpoem讽刺诗
anarrativepoem叙事诗
alovepoem情诗
arubbishpoem打油诗
(2)poetry诗(总称，不可数名词)
Howdoyoulikehispoetry?
你觉得他的诗怎么样?
ShakespeareandMiltonaremastersofEnglishpoetry。
莎士比亚和弥尔顿是英国诗歌大师。
(3)poet诗人
LiBaiwasagreatpoeto(ourcountry．
李白是我国的伟大诗人。
(4)poetical(也可是poetic，形容词)诗的，带诗意的
Shakespearesplaysarewritteninpoeticform．
莎士比亚的剧本是用诗的形式写的。
7hedancermovedwithpoeticgrace．
这位舞蹈演员风度优雅。
2。shade，shadow
(1)shade荫．阴凉处(不可数名词，多和冠词连用)
了heoldmensatintheshadeofthetalltree．
这些老人坐在树阴下面。
Whatapleasantshadethesetreesgiveus!
这些树给了我们多好的阴凉啊!
(2)shadow影子(可作可数名词，也可作不可数名词)
Inthispicture。thetreeisthrowingashadowontheground．
在这张图画中，树在地上投下了个影子．
Asthesunset，theshadowsbecamelarger．
随着日落．影子越来越大。
By6：00p．m．thispartofthegardenisinshadow．
到下午六点钟，花园的这一部分就被影子遮住了．
另外．shade还有遮阳帘、百叶窗、灯罩、眼罩、阳伞之意。
Thelampwiththegreenshadeisalight．
带绿灯罩的灯亮着。
Pulldowntheshadesofthewindow，please．
请把窗帘放下来。
shade还可表示“色调、颜色细致的区别(如深浅浓淡等)”。
Alightershadeofbluewillmaketheroomseenlarger．
浅蓝色的色调会使房间显得大一些。
Thewallswerelightblueandthedooradeepershade．
墙是浅蓝色，而门则是较深的色调。
shadow还有阴影、暗影、阴暗的地方、暗处之意，引申意为“不良的兆头”。
70daytheshadowo{warhangsheavilyovertheIraqipeople．
今天．战争的阴影在伊拉克人民心头依然如旧。
Theshadowofpossibleinvasionhungoverthecountry．
被侵略的战争阴影笼罩着全国。
Hewalkedalongintheshadowshopingthatnoonewouldrecognizehim．
他在阴暗处走，希望没人能看到他。
Let’ssitdownintheshadow(shade)ofthattree．
咱们坐在树阴处吧。
Ⅳ.能力训练
根据第一个句子的意思，把第二个句子补充完整：
1．Despiteitsshorthistory,thereisalotofgoodEnglishpoetryaround．
_________________________itsshorthistory，thereisalotofgoodEnglishpoetryaround．
2．ModernEnglishstartedaroundthetimeofShakespeare．
ModernEnglishstarted_________thetimeofShakespeare．
ModernEnglishstarted_________thetimeofShakespeare．
3．Shakespeareismostfamousforhisplays.
Shakespeares____________________________________________.
4．Hedidntcomebecauseofillness．
Hedidntcomebecause_______________________________.
5．Thenextperiodthatproducedagreatnumberoffinepoetswasthe19thcentury．
Thenextperiodthat__________________________________wasthe19thcentury．
6．LuXunandGuoMoruotranslatedbothpoetryandnovelsintoChinese．
LuXunandGuoMoruo________bothpoetryandnovelsintoChinese．
LuXunandGouMoruo________bothpoetryandnovelsintoChinese．
7．Nomatterhowwelltranslated’somethingofthespiritoftheoriginalworkislost．
__________________________,somethingofthespiritoftheoriginalworkislost．
8.Theyhelpustounderstandeachotherbetter．
They______________________________________________________understandeachotherbetter．
Theyare________________understandeachotherbetter．
Theyare___________________forustounderstandeachotherbetter．
Suggestedanswers：
1．Inspiteof
2．round；about
3．playsmakehimmostfamous
4．hewasm
5．mademanypoetsfamous
6．changed；put
7．Howeverwelltranslated
8.areahelpforusto；helpful{0rusto；ofhelp

Makingadifference（TheFifthPeriod）

作为优秀的教学工作者，在教学时能够胸有成竹，教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师在教学期间更好的掌握节奏。你知道怎么写具体的教案内容吗？为此，小编从网络上为大家精心整理了《Makingadifference（TheFifthPeriod）》，仅供您在工作和学习中参考。

TheFifthPeriod
TheInfinitive
TeachingAims:
SummarizetheusagesoftheInfinitive.
TeachingImportantPoints:
1.LetthestudentsmastertheverbsfolloweddirectlybytheinfinitiveandtheverbsfollowedbytheobjectandtheInfinitiveastheobjectcomplementwithout“to”.
2.LetthestudentsmastertheInfinitiveasAdverbial
3.LetthestudentsmastertheInfinitiveasAttribute.
TeachingDifficultPoints:
1.Helpthestudentsmasterthefollowingsentencepatterns:
Itis+adj./n.+forsb./ofsb.todosth.
Sub.+v.+it+adj./n.+todosth.
2.ThePerfectInfinitiveandthePassiveInfinitive.
3.TheNegativeFormoftheInfinitive.
TeachingMethods.
review,explanationandinductivemethods
TeachingAids:
1.aslideprojector2.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡRevision
T:TodaywellreviewtheInfinitive.(Bb:TheInfinitive)Firstletsdoanexercise.Fillintheblankswiththebestanswer.
(Showtheexerciseonthescreen.)
Choosethebestanswers.
1.Weagreedherebutsofarshehasntturnedupget.
A.havingmeetB.meeting
C.tomeetD.tohavemet
2.Theboywantedtoridehisbicycleinthestreet,buthismothertoldhim
A.nottoB.nottodo
C.notdoitD.donotto
3.WhenIhandedthereporttoJohn,hesaidthatGeorgewastheperson
A.tosendB.forsendingit
C.tosentittoD.forsendingitto
T:Nowlookatthescreen.Illaskthreeofyoutotelltheanswersonebyone.Anyvolunteers?
S1:ThefirstanswerisC.
S2:ThesecondanswerisA.
S3:ThethirdanswerisC.
T:Welldone!Sitdownplease.WhocantellmethefunctionofeachInfinitiveinthethreesentences?
S4:Ican.…
Suggestedanswers:
1.Object
2.Objectcomplement
3.Attribute
StepⅢExplanationandSummary
T:Asweallknow,theInfinitiveisusedastheobjectoftheverb“agree”inthefirstsentence.Nowcanyouthinkofanyotherverbsfollowedbytheinfinitiveastheirobjects?
Ss:Afford,arrange,ask,beg,choose,decide,expect,fail,hope,manage,offer,pretend,promise,refuse,want,wishandsoon.
(Writethemontheblackboard.)
T:Verygood.TherearesomeverbsfollowedbyeithertheInfinitiveorthev.-ingform.Doyouknowwhattheyare.?
Ss:Like,begin,continue,forget,regret,remember,start,stop,try”
T:Right.Butattentionplease.Theverbs“begin,continue,like,love,start”canbefollowedbyeithertheInfinitiveorthev.-ingform.(Bb:begin,continue,like,love,start)Andtheyhavethesamemeaning.Whiletheverbs“forget,regret,remember,stop,try”canalsobefollowedbytheInfinitiveorthev.-ingform.(Bb~forget,regret,remember,stop,try)Therearesomedifferencesbetweenthem.Nowlookattheexamplesonthescreen.
(Showthescreen.)
1.Ilikeplayingfootball,butIdon’tliketoplayitnow.
2.Irememberseeingheroncesomewhere.
3.Imustremembertotakemynotebookswithme.
T:Fromthefirstsentence,weknowthev.-ingformisanactioningeneralwhiletheInfinitiveisanactiononacertainoccasion.Inthesecondandthethirdsentences,thev.-ingformisusedforapasteventwhiletheinfinitiveisusedforafutureaction.Areyouclear?
Ss..Yes.
T:PleasetranslatethesentencesintoChinese.Onestudent,onesentence.
S4:我喜欢踢足球，但现在不愿意。
S5：我记得在哪里见过她。
S6：我必须记住带上笔记本。
T:Good.WhentheInfinitiveisusedasObjectandisfollowedbyObjectcomplement,weoftenusethisstructure.S.+V.+it+adj.In.+infinitive.(Writeitontheblackboard.)Nowpleasemakesomesentenceswiththestructure.
S7:Ithoughtitunnecessarytoarguewithhimaboutit.
S8:Heconsidersithisdutytohelpothers.
T:Verygood.WhichverbsdoyouthinkcanbefollowedbytheInfinitiveasObjectComplement?Ss:Advise,allow,ask,want,wish,order,tell,have,let,make,feel,hear,watch,see…
T:Yes.Someverbs,like“advise,allow,ask,want,wish…”mustbefollowedbytheInfinitivewith“to”,whiletheverbs“have,let,make,feel,hear,watch,see…”mustbefollowedbytheInfinitivewithout"to".(Bb:advise,allow,ask,want,wish,order,…have,let,make,feel,hear,watch…)Butyoumustntforget“to”inthepassivevoice.Lookattheexamplesonthescreen.
(Showthescreen.)
1.Weoftenhearhersingthefolksong.=Sheisoftenheardtosingthefolksong.
2.Thegirlwantedtogodancing,buthermothertoldhernotto
T:Inthesecondsentence,“not”isputbeforetheInfinitive.(Bb:nottodosth.)Toavoidrepetition,theverbafterthesign"to"isoftenomitted.But“to”cantbeleftout.Thisisdoneaftersuchverbsas,,want,wish,like,love,hope,plan,try,hateetc.Nowlookattheexamplesonthescreen.
(Showthescreen.)
1.－Wouldyouliketocometoaparty?
－I’dloveto.
2.－Haveyoulistened
－No,butIplanto.
3.Youdonthavetoeatitifyoudontwantto.
T:Whentheinfinitivephraseisusedassubject,theformalsubject“it”isoftenused,thatis,“Its+n./adj.+infinitive”.Ifweneedtotellwhoperformstheactionoftheinfinitive,wecanput"forsb./forsb."beforetheinfinitive.(Bb:Its+adj./n.+for/ofsb.+infinitive.)Someadjectives,suchas,kind,good,wise,stupid,foolish,careless,clever…,mustbefollowedby“ofsb.todosth.”Inthiscase,thesentenceemphasizes“per-son”.Ifweuse“forsb.todosth.”itemphasizes“thing”.Pleaselookatthesentencesonthescreenandcomparethem,thenfillintheblankswith“of”or“for”.
(Showtheexerciseonthescreen.)
1.Itissillyustobelieveher.
2.Itisimpossiblethetasksosoon.
3.Itisniceyoutohelpme.
4.Itisnecessaryustotakeexercise.
(Teacherasksfouranswers.)
Suggestedanswers:
1.of2.for3.of4.for
T:Nowlookatthesentencesonthescreen.Payattentiontotheformsoftheinfinitiveinthesentences.
1.SheaskedtobesenttoworkinTibet.
2.Iamgladtohaveseenyourmother,
3.Wedidntexpectyoutobewaitingforushere.
T:Inthefirstsentence,thepassiveinfinitiveisused,whichexpressesapassiveaction.Inthesecondsentence,weusetheperfectinfinitive.Whendoyouthinktheperfectinfinitiveisused?
Ss:Whentheactionexpressedbytheinfinitivehappensbeforethepredicate,theperfectinfinitiveshouldbeused.
T:Quiteright.Nowlookatthethirdsentence.Thecontinuousformoftheinfinitiveisused.Whentheactionishappening,weusethecontinuousformoftheinfinitive.
(Bb:tobedone,tohavedone,tobedoing)
T:Nowletsdoanexercise.
(Showtheexerciseonthescreen.)
Choosethecorrectanswers:
1.Ihavetwoletterstoday.
2.1havenoletterstoday,thankyou.
A.totypeB.tobetyped
3.Idliketotothecinematonight.
4.Idliketotothecinemalastnight.
A.goB.havegone
5.Whenhismothercamein,thelittleboyjustpretended.
A.toreadB.tohaveread
C.tobereadD.tobereading
Suggestedanswers:
1.A2.B3.A4.B5.D
T:Besides,theinfinitivecanalsobeusedaspredicative,attribute,adverbialforpurposeandforadisappointingsequel.Nowlookatthesentencesonthescreen.Payattentiontotheusagesoftheinfinitive.
1.Hedoesntseemtoliketheidea.
2.Theboyusesacomputertoplaygames.
3.Shehurriedtothestationonlytofindthetrainhadgone.
4.Thereareletterstobetyped.
5.Ihavenothingtodo.
6.Pleasepassmeapentowritewith.
T:Inthelasttwosentences,themeaningispassive,buttheactiveinfinitiveisused.Youmustpayattentiontoit.
StepIVPracticeandConsolidation
T:Nowyouhaveknownallabouttheinfinitive.Letsdosomeexercisestohaveaconsolidationsothatwecanuseitcorrectly.Pleaselookatthescreen.
Fillintheblankswiththeproperformsofverbs.
1.Hehopes(invite)totheparty.
2.Mywishis(become)anengineer.
3.Ihavesomethingimportant(tell)you.
4.Theoldmanmadeitarule(take)awalkaftersupper.
5.Iregret(tell)youthatmysisterregretted(miss)thelecturegivenbyProfessorLi.
6.Thebookissaid(translate)intoseverallanguages.
7.Thequestioniseasy(answer).
8.Letshurry.Thereisnotime(lose).
Suggestedanswers：
1.tobeinvited2.tobecome
3.totell4.totake
5.totell;missing6.tohavebeentranslated
7.toanswer8.tolose
T:Letsdoanotherexerciseonthescreen.

Correctthefollowingsentences.
1.Englishisnoteasytobelearned.
2.Formakingsureaboutthemeaning,Ilookedupthewordinadictionary.
3.Pleasegivethechildsomethingtoplay.
4.Shedoesntliketopraise.
5.Hedideverythinghecouldsavetheoldman.
Suggestedanswers:
1.tobelearned→tolearn
2.Formaking→Tomake
3.toplay→toplaywith
4.topraise→tobepraised
5.save→tosave
StepVSummaryandHomework
T:Inthisclass,wevereviewedtheInfinitive.Afterclass,youmustremembertheimportantpoints,especiallytheverbsandinwhatconditionthepassiveinfinitiveandtheperfectinfinitiveshouldbeused.Areyouclear?
Ss:Yes.
T:Classisover.
StepⅥTheDesignoftheWritingontheBlackboard
TheFifthPeriod
TheInfinitive
I.Verbs:
1.(1)afford,arrange,ask,beg,choose,decide,expect,fail,hope,manage,offer,pretendpromise,refuse,want,wish
(2)begin,continue,like,love,start
(3)forget,regret,remember,stop,try
2.(1)advise,allow,ask,want,wish,order
(2)have,let,make,feel,hear,watch
Ⅱ.SentencePatterns:
I.Sub.+V.+it+adj./n.+infinitive
2.Itis+adj./n.+forsb./ofsb.todosth.
Ⅲ.ImportantForms..
1.nottodosth.2.tobedone
3.tohavedone4.tobedoing
StepⅦRecordafterTeaching