Book5-U1-Grammarandusage1.doc

M5U1 Grammar Infinitive
Thoughts on the design:
本课语法教学主要使学生掌握不定式的功能和用法。总体教学思路如下：引用Agony aunt Annie给Sarah和Andrew的回信引出不定式的概念和基本构成；学生在教师的鼓励下，找出信中所有的不定式结构，并在老师的指导下，总结归纳不定式在句中的不同功能；采用游戏“传声筒”引出学生对不定式不同构成的思考和总结概括；采用竞赛方式鼓励学生在探讨友谊的同时适当运用不定式结构并同时引出Bare infinitive的概念和规则；在最后的运用环节，学生通过完成Sarah给Annie的感谢信，在具体的情境中，操练本课所学的不定式的用法。
Teaching aims:
1. Students will find out and learn the functions of To-infinitive in a sentence and its different forms by involving themselves in different activities, games and competitions;
2. Students will know how to use Bare infinitive;
3. Students will further learn how to get along well with friends.

Teaching important points and difficult points:
1. To master the function of to-infinitive
2. To know how to use Bare infinitive;

Teaching procedures:
Step 1 lead in (PPT 4-7)
Teacher reminds students of the letters that Agony Aunt Annie wrote to Sarah and Andrew.
Q: What can we learn from her letters about friendship?
Students express their ideas freely. Then teacher concludes in this way:
1. To talk to a friend openly and sincerely when something unpleasant happens is very important if we are to keep the friendship. ( to do as subject and predicative of a sentence)
2. We should always remind ourselves to trust our friends whatever happens. (to do as object complement of a sentence)
Students are asked to pay attention to the parts in bold, and thus To-infinitive is introduced.
[Explanation]
用上一课时的话题和材料导入新课，使课与课之间关系紧密，一气呵成，学生易于接受。教师巧妙总结此处讨论，在总结句中运用不定式结构分别充当句子的主语，表语和宾语补足语，自然顺利导入本课语法教学。
Step 2 Different functions of To-infinitive (PPT 8-15)
1. Ss are asked to study the two letters on Page 5 again, this time trying to find out more To-infinitives in the letters and tell their functions in the sentences.
(1) You have every right to feel betrayed … (as attribute)
(2) …she wanted to embarrass you in public, … (as object)
(3)It seems you need to apologize quickly to avoid losing a good friend! (as object and adverbial respectively)
(4) …, one of you has to be first to admit… (as object and attribute respectively)

2. With the guidance of T, Ss try to conclude all the functions of To-infinitive:
动词不定式由“to+动词原形”构成，其否定形式是“not to do”。动词不定式可以单独使用或用作动词不定式短语的一个部分。不定式在句中可做主语、宾语、状语、表语和定语等，但不能单独作谓语。
1. 作主语
To read English every day is necessary.
It is necessary to read English every day.
It is a good idea to go for a picnic today.
2. 作宾语
I want to see a film.
He find it difficult to learn Chinese.
We think it important to master a foreign language.
3. 作宾语补足语
He invited me to give a speech on Chinese history.
4. 作定语
I have a letter to post.
1)做定语的不定式如果是不及物动词，不定式后面须有相应的介词。例如：
She had only a small room to live in. / I need a pen to write with.
2) 试比较：
Do you have anything to wash? 你有什么要洗吗？（不定式to wash的动作执行者是you）
Do you have anything to be washed? 你有什么要（别人）洗吗？（不定式to wash的动作执行者是别人，而不是you）
5. 作表语
His wish is to become a lawyer.
6. 作状语
1) 表示目的。例如：
They worked hard day and night to pay back the debt.
2) 表示结果。例如：
I hurried to the airport only to find the plane had taken off.
3) 表示原因。例如：
She felt disappointed to hear the news that she hadn’t been promoted.
[Explanation]
此步骤旨在引导学生通过有意义的篇章阅读，自己去发现语法现象和规律，并在教师的指导下进行概括总结。在此基础上，教师再根据学生情况和考查要求，适当拓展知识。
Step 3 Different forms of To-infinitive (PPT 17)
1. Students play a game named Pass the sentences on.
Teacher divides students into four groups and gives the first student a piece of paper on which is a sentence. The student is allowed to have a quick look at the sentence and then try to pass the sentence on to the next student orally without referring back to the piece. The last student of the group should write down the sentence he/she hears on the blackboard. The group which can pass on the sentence most quickly and correctly will be the winner of the game.
Sentence 1: Thanks to my friends, my life seem to be getting easier and more interesting.
Sentence 2: Matthew may pretend to be making friends with Peter.
Sentence 3: Personally, I feel happy to have made some good friends.
Sentence 4: He is said to have recovered friendship with Tom.
2. Students are asked to think about why “to be doing” and “to have done “are used in the four sentences instead of “to do”.
3. With the guidance of teacher, students try to draw conclusions about the forms of To-infinitive:
不定式还有进行形式(to be doing)和完成形式(to have done)。
They seem to be reading in the library. (动词不定式to be reading表示动作read正在发生)
I’m sorry to have said that. （动词不定式to have said that表示动作say发生在过去，并且已完成)
[Explanation]
此步骤采用游戏的形式引入不定式的不同形式。活泼的传声筒游戏既起到了导入的作用，又活跃了课堂氛围，而且学生在游戏过程中还实践了团队合作。
Step 4 Practice: A competition（PPT 18）
Students are divided into four groups. They are asked to talk about what they have learned about friends and friendship so far in the unit. One student makes one sentence, but it should include To-infinitive and the sentence itself should make sense. If so, the student can gain one point for his/her group. The group with the highest mark is the winner.
Some examples: Friends should encourage each other to face difficulties bravely.
A friend is one to depend on.
To find a best friend is difficult.
[Explanation]
通过小组竞赛充分调动学生的积极性和参与性。同时学生在编造有关友谊方面的句子中学会正确运用不定式。
Step 5 Bare infinitive（PPT 21-24）
1. Teacher introduces the idea of bare infinitive by drawing a conclusion of the competition above:
T: So we should trust each other to make our friendship last long. (bare infinitive)
2. Brainstorming: Students are asked to think of any words or phrases which have the same use as make.
have sb. do let sb. do hear sb. do…
Conclusions:
(1)在feel, hear, listen to 等感官动词后，或在let, make, have 等使役动词后的宾语补足语中，不定式不带to。 但是这些句子变成被动结构时，就必须带to。例如：
I often hear him sing the song.
She made me promise to write every day.
He is often heard to sing the song.
I was made to promise to write every day.
(2)would rather, had better和why not 后面，不定式不带to。例如：
I would rather stay at home.
Why not come in?
(3)当两个动词不定式由and, or, than, rather than, as或like相连接时，通常第二个不定式要省略to。例如：
Do you want to go skating or see a film?
I decided to write rather than phone.
(4)不定式在介词but, except后时，若介词前有行为动词do的各种形式，介词后的不定式不带to。例如：
He did nothing but point to the door.
[Explanation]
此步骤通过教师的巧妙导入和学生的“头脑风暴”活动，使学生了解不带to的不定式的使用情况。通过最后的总结，使学生系统了解它的用法。
Step 6 Consolidation (PPT 25)
Students finish the Thank-you letter from Sarah to Annie by filling in the blanks.
Dear Annie,
I want (1)________(thank) you for your last letter. I was pleased (2) _______(see) it in my mailbox.
You asked me (3)______(think) the whole matter over and (4)_______(trust) my best friend. Well, after reading your letter, I asked myself why I didn’t believe in Hannah. You’re right. I felt ashamed of my mark and at the same time I did feel jealous of her mark. I shouldn’t have blamed her so bitterly. But back then, I was too proud. I would rather (5)_______(lose) my best friend than (6)________(apologize) for blaming her.
But you persuaded me (7)________ (talk) openly to her rather than (8)________(keep) silent. Yesterday, I invited her (9)_________(go) to a café and I made an apology to her sincerely. I begged her (10)__________(not hate) me for what I had said. We had a heart-to-heart talk with each other that day. Certainly, Hannah had decided (11)________(forgive) me and (12) _______(be) my friend again.
Everything seems (13)___________(get) back to normal. I really enjoy the company of Hannah. Isn’t it wonderful (14)__________(have) good friends?
I feel so grateful and lucky (15) _________(get) your help and advice. It’s your advice that makes me (16)________(get) back my valuable friendship.
Many hearty thanks!
Yours sincerely,
Sarah
Keys: (1) to thank (2) to see (3) to think (4) trust (5) lose (6) apologize
(7) to talk (8) keep (9) to go (10) not to hate (11) to forgive
(12) be (13) to be getting (14) to have (15) to have got (16) get
[Explanation]
最后的操练环节与一开始的导入首尾呼应，学生在运用巩固不定式知识的同时，加深了对朋友和友谊的认识。
教后感：