来源:人民教育出版社 作者:佚名 更新时间:2006-06-02 02:15:35
1. 学动词 -ing 前面加逻辑主语的结构
让学生继续观察句子:I insist on your seeing him off tomorrow.
教师提问:Who will see him off tomorrow?
学生答:You.
教师说:We can add a word like your, his, her before verb-ing to tell others who will do it. Now please translate the two sentences.
他的迟到使老师很生气。
你介意我关窗吗?
2. 用动词 -ing 和不定式充当宾语的异同
让学生观察两个句子:
Do you remember giving me this shirt for your birthday?
Remember to tell him the news.
引导学生注意remember后的动词形式,然后问:
In the first sentence, have I been given this shirt?
In the second sentence, has he been told about the news?
通过设问引起学生发现一个语言现象:verb-ing 和 to do 都可以作宾语,但意思不同。
再让学生思考下列句子中空缺处的动词形式:
1. If you can keep ________(read) English newspapers, your English will be improved.
2. I hate _________________(tell) lies!
3. * I will never forget __________(go) to Beijing with him last summer.
* I forgot ________(tell) her the news; so she knew nothing about it.
通过练习,作出以下小结:
The form of a verb as object:
1. verb-ing
2. to do
3. both verb-ing and "to do" with the same meaning
4. both verb-ing and "to do" with different meanings
评价策略:这一环节仍主要是发现语言现象的过程,其教学方式与评价策略与 Task Two 中的情况基本相同,这里不再重复。
Task Four: Talk about three famous people.
教学思路:给出特定句型让学生练习使用 verb-ing 形式,属于简单的句型操练,目的是使学生能用目标结构表达自己的看法,同时也为下一个任务作一定的铺垫。选出的两个句型是学生在前面的单元中学过的,可以达到“温故”的目的。在选材上选择了学生熟悉的人物作为话题,确保每个学
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