an Introduction to the Verb
1.2 Non-finite forms of the verb
a. The Infinitive eg. I hope to see you tlass could see that.
b. The Gerund eg. I like swimming. Standing here all day makes me very tired. c. The Participle eg. I was telephoning George just now. There are two girls dancing on the lawn. Cars parked here illegally will be removed.
John talked to Mary. John is talking to Mary. John should talk to Mary.
Notional V.: The main verb of action or state in a sentence or clause.
Auxiliary V.: A verb that modifies the voice, the tense, or the mood of another verb.
2.3 Vt.; Vi.; Linking V. 2.3.1 Transitive Verb (Vt.)
a. single-object Vt. He caught a fish. b. double-object Vt. Father bought me a camera. I want to ask you a few questions. c. complex-object Vt. We elected him chairman of the committee. O. C. I found the novel very interesting. O. C.
b. do We didn’t promise to perform that task. Do you know who will take my place? I do apologize. do: to form interrogative and negative sentences; to emphasize c. have I have always been wanting to meet you. have: to form perfect tenses
** Phrasal Verb. ≠ Verb Phrase
Phrasal Verbs formation:
He brought up his children strictly. (v. + adv.) I ran across her in the library this morning. (vi. + prep.) Schoolboys usually look up to great athletes. (v. + adv. + prep.) Your explanation doesn't hold water. (v. + n.) Get rid of all that rubbish. (v. + n.+ prep.) Keep in mind these facts. (v. + prep. + n.)
d. delexical verbs 虚意动词 eg. have a bath/conversation… give a lecture/answer/pull… take a look/note/walk… make a start/effort/protest… do + n. do my hair do the flowers do one’s homework…
2.2 Single V. & Phrasal V.
He caught a fish.
The first World War broke out in 1914. Single V.: one-word verb;
Phrasal V.: A verb that consists of two
or more words.
cost, measure, deserve, …
An Introduction to the Verb
When you are first learning or perfecting a skill predicate) , whether it be baking or public speaking(predicative ), it is easy to get stuck in the cycle of analysis paralysis(subjuct). You want to learn as much as you possibly can (objuct)before you actually do the task, but you end up wasting time preparing yourself(objuct of preposition) instead of just trying to do it. That is a powerful message. In a world filled with perfectionists (attribute)who don't want to share what they've created with anyone unless they think it is perfect, the best way to get better(complement) is actually with hands-on practice. And the best way to practice is by trying over and over again (object of preposition)until you stop failing miserably(object).
hurt bent arisen come
3. State V. & Action V. A. State V. a. be & have
b. verbs similar to “be or have”
belong (to), exist, matter,
lack, own, contain, involve,
2.4 Auxiliary Verb
2.4.1 Primary Aux. (do, be, have) a. be It was seen that the plan was useless. I’m glad to hear he’s getting along all right. I am to visit Mr. Green tomorrow. be: to form continuous tenses, passive voice, and complex predicate
1.1 Finite forms of the Verb
a.To be in concord with the subject eg. I speak English. // She speaks English. b. To be in a certain tense eg. She said she had been waiting for you. c. To tell a voice eg. All the children love her. She is loved by all the children. d. To embody a mood eg. She is very busy.(Indicative M.) Read aloud.(Imperative M.) If she were here, how happy we would be. (Subjunctive M.)
2. Classification of the Verb
Transitive V. Single V. Notional V.
Intransitive V.
Linking V.
Phrasal V.
V.
Primary Aux. Auxiliary V. Modal Aux. Semi-Aux.
2.1 Notional V. & Auxiliary V.
2. Regular Verbs & Irregular Verbs A. Regular verbs intend, intended, intended study, studied, studied stop, stopped, stopped
B. Irregular verbs hurt, hurt, bend, bent, arise, arose, come, came,
1. Predicate V. 谓语动词 Non-Predicate V. 非谓语动词 Finite V. 限定动词 Non-finite V. 非限定动词 Predicate forms of the Verb Non-predicate forms of the Verb 动词的谓语形式&动词的非谓语形式 Finite forms of the Verb Non-finite forms of the Verb 动词的限定形式&动词的非限定形式
2.3.2 Intransitive Verb a. All the leaves have fallen. The sun rose.
b. The plan depends on the weather. I’m listening to folk songs. c. He lived a happy life. (cognate obj.) He died a heroic death. The girl laughed a merry laugh. He sighed a deep sigh.
大学英语动词介绍an Introduction to the Verb
1.2 Single V. & Phrasal V.
He caught a fish.
The first World War broke out in 1914.
Single V.: one-word verb; Phrasal V.: A verb that consists of two
or more words.
1.3.4 Linking Verbs (link v. + predicative/compliment) A. be B. keep, remain, stay, rest
C. appear, seem, look, smellet, go, turn, grow, run, fall,
1.3 Transit. V.; Intransit. V.; Linking V.
1.3.1 Transitive Verb a. single-object Vt. He caught a fish. b. double-object Vt. Father bought me a camera. I want to ask you a few questions. c. complex-object Vt. We elected him chairman of the committee. O. C. I found the novel very interesting. O. C.
1.3.3 Verbs of bi-identity ( vt.& vi.) eg. The bell rings. The waiter rings the bell.
They grow coffee in Brazil. Coffee grows in Brazil. They beat him unconscious. Her heart was beating violently.
An introduction to word–formation
- 202-校园英语 / 语言文化An introduction to word–formation江西省吉安市永新县思源实验学校/方源和A word is a free form which doesn ’t consist entirely of lesser free forms. In briefly, a word is a minimum free form. You may be curious about how the words are formed. Let ’s study the rules how words are formed step by step .1. Onomatopoeic wordsThe words which represent sounds or things that make a sound are called onomatopoeic words. i.e. The words “bang and crash ” are clearly imitative of the sounds that they denote.2. BorrowingBorrowing is the taking over of words from other languages. Throughout its history, the English language has adopted a vast number of loan–¬words from other languages. For instance, alcohol(Arabic)、robot(Czech)、tycoon(Japanese)、Kung fu(Chinese).Latin:Battle,banner,wall,pit,street,pound,wine,trade,bargain,j ar,kettle,dish,gem,cheese,pepper,plum,nutter,pipe,mule,Chester,M anchester.Alter,candle,creed,disciple,mass,nun,shrine,shrive,alms,angel ,anthem,amen,apostle,bishop,Christ,church,clerk,devil,martyr,min ister,monk,pope,priest,psalm,cap,sock,purple,chest,mat,sack,mille t,radish,doe,oyster,lobster,cook,box,pine,lily,mallow,school,master ,circle,elephant,talent,giant.Contempt,frustrate,distract,gesture,history,immune,incl ude,incredible,index,individual,infancy,minor,moderate,nece ssary,nervous,ornate,picture,polite,popular,present,private,pr omote,quite,interrupt,legal,mechanical,rational,reject,script,s ecular,solar,solitary,submit,suppress,subscribe,summary,tem perate,temporal,testify,tract,-able,-ible,-al,-ous,-ive.Focus,radius,status,bouns,circus,apparatus,nucleus,genius,ea teem,minimum,maximum,stratum,via,criteria,species,series,speci men,prostest,enterprise,reproach,alibi.Greek:Democracy,monarchy,politics,anarchy,logic,academy,philoso phy,matephysics,astronomy,atom,arithmetic,geography,eclipse,ma thmatics,planet,sphere,anatomy,arthritis,clinic,diet,pharmacy,alph abet,drama,epic,grammar,idiom,phrase,poem,poet,rhythm,athlete,gymnasium,stadium,anthology,architect,chaos,electric,erotic,ethni c,hero,idiot,method,music,mystery.Anti-,hyper-, pacifist, speedometer, television.French:Barber,butcher,carpenter,fletcher,mason,taylor,govern,reign,sta te,crown,country,power,council,authority,parliament,people,nation,feudal,vassal,prince,peer,duke,count,baron,justice,just,judge,jury,co urt,suit,sue,defendant,plea,plead,fee,accuse,crime,felony,traitor,dam age,dower,heritage,property,realestate,injury,privilege,bail,person,pi ety,religion,service,angel,sacrifice,cruel,miracle,pray,prayer,sermon ,virtue,vicce,duty,consience,grace,desire,pity,discipline,mercy,war,peace,battle,arms,dart,ensign,siege,office,captain,colonel,lieutenant,s oldier,troops,vessel,navy,challenge,enemy,danger,prison,march,forc e,company,guard,beef,veal,mutton,pork,baccon,brawn,sauce,biol,fr y,roast,toast,pasty,soup,jelly,dainty,dinner,supper,feast,arch,tower,pi llar,porch,column,choir,palace,castle,manor,mansion,fashion,dress,gown,dobe,garment,attire,cloak,coat,veil,lace,embroidery,fur.Barber,butcher,carpenter,fletcher,mason,taylor,govern,reign,sta te,crown,country,power,council,authority,parliament,people,nation,f eudal,vassal,prince,peer,duke,count,baron,justice,just,judge,jury,cou rt,suit,sue,defendant,plea,plead,fee,accuse,crime,felony,traitor,dama ge,dower,heritage,property,Joy,pleasure,delight,ease,comfort,flower,fruit,leisure,chase,sport,cards,dice,partner,suit,trump,ace,deuce.3. compoundingIt ’s a combination of two or more words which functions as a single word, i.e. Compound noun, lifeboat, shellfish, wallpaper. Compound adjective: man-made, duty-free, heart-broken, worn-out. There are many other similar examples, such as daydreaming, window shopping, everlasting, ocean-going, record-breaking, peace loving, and so on.Compound preposition: into , throughout , without. Compound verb: sky-dive , babysit. Besides, English compounds can be analyzed according to different criteria. According to orthographic criterion, compounds are written in three ways: ①solid: i.e. bedtime, newspaper, horseback ②hyphenated ：i.e. above-mentioned, part-time, good-looking, second-hand ③open ：i.e. reading material, black sea, black sheep.4. BlendingIt ’s combining parts of other words . Blending is a relatively complex form of compounding in which two words are blended by joining the initial part of the first word and the final part of the second word or by joining the initial parts of the two words .i.e. channel + tunnel → chunnel. situation + comedy → sitcom. teleprinter + exchanger → telex. communication + satellite → comsat. smoke + fog → smog. motor +hotel → motel. news broadcast →newscast. television broadcast →telecast. helicopter airport →heliport.5. AbbreviationAbbreviation is also called clipping. This occurs when a word of more than one syllable is reduced to a shorter form , often in casual speech.(1)截头telephone →phone aeroplane →plane omnibus →bus discotheque →disco (2)去尾mathematics →maths executive →exec co-operate →co-op discotheque →disco (3)截头去尾校园英语 / 语言文化influenza→flu refrigerator→fridge6. BackformationBackformation refers to an abnormal type of word-formation where a shorter word is derived by deleting an imagined affix from a longer form already in the language.逆生法(Backformation)是英语构词法的一种类型。
写作微技能——无灵主语的使用
无灵主语的使用
Introduction
无灵主语句： inanimate subject(无灵主语)+animate verb(有灵动词)
无灵主语inanimate subject 物品、动作、情感、时间、地点等
有灵动词animate verb 有生命的事物的动作和行为，如：see、find、bring、
Function:
一、增加主语多样性， 丰富句型
Life has taught me that success is not final. So I always stay humble and never let it go to my head.
二、使语言更生动， 表达丰富，句子瞬间 充满生命力
四、文学作品中给人一 种庄重、典雅的感觉
Thus, the gathering dusk often finds me hastening home in a hurrying crowd. Whether it rains or snows, windy or foggy, it is the longing to home that quickens my step.
give、escape、witness、seize、deny...
汉语常用句子结e subject(有灵主语)+animate verb(有灵动词) I love all my students. (有灵主语 I ）
inanimate subject(无灵主语)+animate verb(有灵动词) My love goes to all my students.(无灵主语 love）
The past four years has witnessed an increase in production. ④ At dusk, he was crying in the street. Dusk found him crying in the street. ⑤近十年来，青少年使用社交网站的人数呈爆炸式增长。 The recent decade has witnessed an explosive growth in the number of teenage
英汉动词对比
6. 汉语动词的重叠式
表持续 持续意义。 持续 下面大家休息休息。 还可表示假设意义 假设意义 假设意义，常用动词的AA、A一 A、或A一下，表示假设意义。 如：补一补，还可以穿几年。 还可以表示轻松随便 轻松随便的意思。 轻松随便 他退休以后，平常看看书，下下棋，和老 朋友聊聊天。
The end 谢谢！ 谢谢！
二、英汉语动词的主要差别
1. 动词的分类 2. 使用频率 3. 动词的时态 4. 动词与谓语 5. 动词连用 6. 汉语动词的重叠式
英汉语动词的主要差别: 英汉语动词的主要差别: 1.英汉动词分类 1.英汉动词分类
英语动词分类： 及物动词、不及物动词(transitive / intransitive verb) 汉语动词分类： 多数是及物动词Vt(及物动词) ，只有 极少数是Vi(不及物动词)
内 容 提 要
一、Introduction 二、英汉语动词的主要差别
1. 动词的分类 2. 使用频率 3. 动词的时态 4. 动词与谓语 5. 动词连用 6. 汉语动词的重叠式
一、Introduction 一、Introduction
Verb：表示人或动物的动作、行为、发展、 变化的词。 最复杂的一种词类，也是最活跃的一种词类。 英语动词比汉语动词还要活跃、复杂。
英语动词当作谓语用法或称作限定性用法时 （finite form）都要确定它的时态（tense），并 相应变换其词形。(morphological device形态手 段) 汉语则要灵活运用 “着”、“了”、“过”、 “已经”、“就要”、“将”、“在”、”正 在”、“今天”、“曾经”、“以前”、“过去” 等表示时间的词给出相应具体的时间，为动词所 表示的动作或情况确定时间位置。（明确的时间 词或者附加助词、副词或能愿动词等手段来表示 时间的不同 ） （lexical device 词汇手段）
《英语语言学概论》配套练习题（二）（判断题）
《英语语言学概论》配套练习题（二）（判断题）Chapter 1 An Introduction to Linguistics1. Duality is one of the charateristics of human language. It refers to the fact that language has two levels of structures: the system of sounds and the system of meanings.2. Prescriptive linguistics is more popular than descriptive linguistics, because it can tell us how to speak correct language.3. Competence and performance refer respectively to a language user’s underlying knowledge about the system of rules and the actual use of language in concrete situations.4. Arbitrariness of language makes it potentially creative, and conventionality of language makes a language be passed from generation to generation. As a foreign language learner, the latter is more important for us.5. By diachronic study we mean to study the changes and development of language.6. Langue is relatively stable and systematic while parole is subject to personal and situational constraints.7. Language change is universal, ongoing and arbitrary.8. Applied linguistics is the application of linguistic principles and theories to language teaching and learning.Chapter 2 Phonology1. Of the three phonetics branches, the longest established one, and until recently the most highly developed, is acoustic phonetics.2. Sound [p] in the word “spit” is an unaspirated stop.3. The airstream provided by the lungs has to undergo a number of modificaiton to acquire the quality of a speech sound.4. [p] is voiced bilabial stop.5. Acoustic phonetics is concerned with the perception of speech sounds.6. When pure or monophthongs are pronounced, no vowel glides take place.7. According to the length or tenseness of the pronunciation, vowels can be divided into tense vs. lax or long vs. short.8. Received Pronunciation is the pronunciation accepted by most people. Chapter 3 Morphology1. Phonetically, the stress of a compound always falls on the first element, while the second element receives secondary stress.2. Fore as in foretell is both a prefix and a bound morpheme.3. Base refers to the part of word that remains when all infletional affixes are removed.4. In most cases, prefixes change the meaning of the base whereas suffixes change the word-class of the base.5.Conversion from noun to verb is the most productive process of conversion.6. The word, whimper, whisper and whistle are formed in the way of onomapoeia.7. Backformation is a productive way of forming nouns in Modern English.8. All roots are free and all affixes are bound.Chapter 4 Syntax1. Application of the transformational rules yields deep strucutre.2. Move-a rule itself can rule out ungrammatical forms and result in grammatical strings.3. Number and gender are categories of noun and pronounn.4. A constituent which is not at the same time a construction is a morpheme, and a construction which is not at the same time a constituent is a sentence.5. IC analysis can be used to analyze all kinds of ambiguous structures.6. A sentence contains a point of departure and a goal of diacourse.7. Syntactic category refers to all phrasal syntactic categories such as NP, VP, and PP, and word-level syntactic categories that serve as heads of phrasal syntactic categories such as N and V.8. S-structure is a level of syntactic representation after the operation of necessary syntactic movement.Chapter 5 Semantics1.Interrogative and imperative sentences do not have truth value.2.The raltionship between “human body” and “face/nose” is hyponymy.ponential analysis is based on the belief that the meaning of a word cannot be dissected into menaing components, called semantic features.4.One merit of componential analysis is that by specifying the semantic features of certain words, it will be possible to show how these words are related in meaning.5.Hyponymy is a matter of class membership, so it is the same as meronymy.6.“Either it is raining here or it isn’t raining here” is empirically true.7.Two sentences using the same words may mean quite differently.8.Linguistic forms having the same sense may have different references in different situations while linguistic forms with the same reference always have the same sense. Chapter 6 Pragmatics1.If the context of use is considered, the study is being carried out in the area of pragmatics.2. A locutionary act is the act of expressing the speaker’s intention.3.When performing an illocutionary act of representative, the speaker is making a statement or giving a description which he himself believes to be true.4.The utterance meaning of the sentence variees with the context in which it is uttered.5.While conversation participants nearly always observe the CP, they do not always observe these maxims strictly.6.Inviting, suggesting, warnign, ordering are instances of commissives.7.Only when a maxim under Cooperative Principle is blatantly violated and thehearer knows that it is being violated do conversational implications arise.8.Of three speech acts, linguists are most interested in the illocutionary act because this kind of speech is identical with the speaker’s intention.Chapter 7 Language Change1.Pre-Indo-European languages are not attested whereas Proto-Indo-Europeanlanguages are attested.2.Some modern words come from the morphological change of the Old English. Forinstance, move comes form movement and teach comes from teachable.3.With the semantic broadening or narrowing, the meaning of a word is beingchanged constantly, although with one generation such difference is hardly obvious.4.The sentence I hate thee not was considered normal form of negation in OldEnglish.5.Both Chinese and Japanese have a logographic writing system; English and Greekhave an alphabetic writing system.6.In Old English, the affixation of the prefix Y an- to an adjective would change theword into a causative verb.7.In 1200, the official language in England was Old English.8.All case forms of Old English nouns have been lost in Modern English.9.In Old English, a verb precedes the subject instead of following it. Chapter 8 Language and Society10.In most bilingual communities, two languages have the same in speech situatio nsknown as domains.11.A regional variety of a language is intrinsically inferior to the standard variety ofthat language.12.A pidgin is not a native language of a particular region.13.When a bilingual speaker switches between the two languages concerned, he isconverting one mode of thinking into the other.14.Pidgins are rule-governed, like any human language.15.According to the strong version of the Sapir-Shorf hypothesis, speaker’sperceptions determine language and pattern their way of life.16.The sentences “He crazy”and “He be sick all the time”are both acceptible inblack English vernacular because copula deletion and habitual be are two famous of black English.17.There are words of more or less the same menaing used in different regionaldialects.Chapter 10-11 Language Acquisitionnguage use is both systematic and non-systematic, subject to external as well as to internal variation.2.In linguistic study, linguists first work out a theory about language structure, then, test it with language facts.3.Formal instruction hardly affects the natural route of SLA.4.If language learners are provided with sufficient and the right kind of language exposure and chances to interact with language input, they will acquire the native-like competence in the target language.5.Phonologically slower rate of delivery is an example of conversational modification.6.Children’s grammar develops gradually until it becomes exactly the adult’s grammar.7.Foreinger talk is always ungrammatical.8.Learners with different first languages would learn a second language in differnet ways.Chapter 12 Language and Brain1. The right ear advantage (REA) is true no matter whether people have the left hemispheric dominance for speech or the less common right hemispheric dominance.2. In general, the left hemisphere controls voluntary movements of, and responds to signals from, the right side of the body.3. The left hemisphere is superior to the right hemisphere.4. Although the age at which children will pass through a given stage can vary significantly from child to child, the particular sequence of stages seems to be the same for all children acquiring a given language.5. At the multiword stage, simple prepositions, especially those that indicate positions such as “in”, “on” and “up”, begin to turn up in children’s speech.6. Children acquiring their first language simply beyond the critical age are hardly successful, such as the case of “Genie.”7. In first language acquisition children’s grammar models exactly after the grammar of adult language.8. Modern linguists regard the spoken language as primary, not the written.。
动词的形式和时态
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Motivations of change of Verb forms
There are 6 incomplete sentences here. You should fill in the blanks with the proper form of the word given in brackets and point out the motivations (动 因）of the change of forms where there is a change. e.g. He（be) ___a good person. Key: is Motivation: the person of the subject.
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e.g. Nowadays, more and more people are using cell phones. • Perfect（完成体） e.g. He has made great progress since he begin studying English a month ago. 5. Voice （语态） • Active（主动） e.g. Professor Smith gave the class a wonderful speech yesterday. • Passive（被动） e.g. He was named president last week.
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1. Doctor Richard, together with his wife and children, (be)___to arrive in Beijing this noon. （PRETCOA, 2003-12) is number 2. Jim told me he (join) _____the army two years before. (2003-12) had joined time; aspect 3. If I (be)_____ you, I wouldn’t miss the job interview tomorrow morning. (2008-12) were mood
英语作文开头动词介绍
英语作文开头动词介绍Introduction to Writing with Action Verbs。
When it comes to writing in English, using action verbs is an essential skill. Action verbs are words that describe an action or a state of being, and they are used to convey a sense of movement or activity in your writing. Whether you are writing an essay, a story, or a report, using action verbs can make your writing more engaging and dynamic.One of the benefits of using action verbs is that they help to create a vivid picture in the reader's mind. For example, instead of saying "I walked to the store," you could say "I strode confidently to the store." This not only gives the reader a clearer idea of what is happening, but it also adds a sense of energy and purpose to the sentence.Another advantage of using action verbs is that theycan help to make your writing more concise and direct. By using a strong, specific verb, you can often convey the same idea in fewer words. For example, instead of saying "She made a decision to go to college," you could say "She decided to go to college." This not only saves space, but it also makes the sentence more impactful.Of course, like any writing technique, using action verbs requires some practice and skill. It is important to choose the right verb for the situation, and to use it in a way that is clear and effective. However, with a little effort and attention, you can quickly master this important skill and take your writing to the next level.In conclusion, using action verbs is an essential part of writing in English. By choosing strong, specific verbs and using them effectively, you can create writing that is more engaging, dynamic, and concise. So the next time you sit down to write, remember the power of action verbs and put them to work in your writing!。
新概念英语第一册第19课课文
新概念英语第一册第19课课文In the 19th lesson of the first book of New Concept English, the text introduces the use of the present continuous tense to describe actions happening at the moment of speaking, as well as future arrangements. The lesson starts with an introduction to the present continuous tense, followed by a dialogue between two friends, Ann and Mary, discussing their plans for the weekend. The lesson also includes exercises to practice the present continuous tense and comprehension questions totest the understanding of the lesson.The use of the present continuous tense is an important aspect of English grammar, as it allows speakers to describe actions that are happening at the moment of speaking or future arrangements. This tense is formed by using the present tense of the verb "to be" (am, is, are) and adding the present participle of the main verb. For example, "I am reading a book" or "They are playing football."The dialogue between Ann and Mary in the lesson provides a practical example of how the present continuous tense is used in everyday conversations. Ann and Mary discuss their plans for the weekend, with Mary asking Ann what she is doing on Saturday. Ann responds by saying that she is going to the countryside with her family. This demonstrates the use of the present continuous tense to describe a future arrangement.The exercises included in the lesson are designed to help learners practice using the present continuous tense. These exercises typically involve filling in the blanks with the correct form of the verb in the present continuous tense, or rewriting sentences using the present continuous tense. By completing these exercises, learners canreinforce their understanding of how to use the present continuous tense correctly.In addition to the grammar aspect, the lesson also includes comprehension questions to test the understanding of the text. These questions require learners todemonstrate their understanding of the present continuous tense and how it is used in the dialogue between Ann and Mary. By answering these questions, learners can assess their comprehension of the lesson and identify any areas that may require further study.Overall, the 19th lesson of the first book of New Concept English provides a comprehensive introduction to the present continuous tense and its use in describing actions happening at the moment of speaking or future arrangements. The lesson offers practical examples, exercises, and comprehension questions to help learners master this important aspect of English grammar. By studying and practicing the present continuous tense, learners can improve their ability to communicate effectively in English and build a solid foundation for future language learning.。
M7Unit4集体备课教案（译林牛津版高二英语选修七教案教学设计）
M7 Unit 4 集体备课教案(译林牛津版高二英语选修七教案教学设计)Unit 4 public transportPeriod 1 Welcome to the unitTeaching Objectives:1) To get the students to talk about different means of transport and its main function.2) Students are expected to discuss the advantages and disadvantages between all these means of transport and how important they are to our lives.Teaching procedures:1. Lead inDo you like traveling? Where have you been and how did you go there?2. BrainstormingWhat is included in public transport?3. Picture talkingshow students different pictures about public transport and discuss their different functions.4. Questions1) What is the difference between a bus and a coach?2) Why do you think people would choose to travel by aeroplane rather than by ship?3) Why do you think we need all these different types of transport?5. Group discussion1) How do people travel within a city?2). How do people travel to nearby cities?3) How did people travel to a faraway city in ancient times?Period 2 Reading(1)Teaching aims:(1) Encourage the Ss to grasp the main idea of the article.(2) Stimulate the Ss’ interest in learning English by talking about their own traveling experiences.(3) Students are expected to gain some knowledge about London Underground and reinforce their reading comprehension.(4) Develop the students’ reading ability---how to read a tourist brochure.Important points & difficult points:(1) Get students to understand the main idea of the reading passage.(2) Have students know something about the London Underground.Procedure:Step1 Daily report.Ask one student to do a daily report on one of his or her traveling experiences.Step2 Review of different means of transportationShow students a few pictures of different means of transportation and get them to tell the names of the transportation tools to consolidate what they have learnt.Step3 Lead-inAsk students to answer the following questions:1. Among all these means of transportation mentioned above, which can you take in our city?2. In recent years, Nanjing has got a new means of transportation; do you know what it is?3. Do you know something about the first underground inthe world?Step4 Skimming1. When was the first underground system opened?2. Why was the Victorian time important?3. What did Charles Holden do?Step5 Scanning1. Why was an underground system first developed in London?2. What was the London Underground like in 1863?3. What did Charles Yerkes do to improve the underground?4. What are some of the different things that the underground has functioned as?5. What happened to the London Underground after World War Ⅱ?6. What does it mean when the brochure says that the underground system is user-friendly?Step6 Structure analyzingpart paragraph Main ideaPart 1 Para 1Part 2 Para 2-4Part 3 Para 5Part 4 Para 6-7Step7 Development of the LU system before World War IIdate event185418631868188419331918-1938After 19451977Step8 Reading strategy: reading a tourist brochureKey facts of a tourist brochure1. History of a certain place or an item, including its dates and years2. Some important people concerned3. Interesting facts4. Persuasive and interesting languageStep9 Blank-fillingStep10 Role-playSuppose you are a guide. Now you are leading a tourist group to Nanjing City. Please combine the knowledge of our hometown you have already known with the language skills we learned today to give the tourist a short speech.Step11 HomeworkFinish the relative exercise on page 130 and 131.Preview the language points in the text.Period 3 Reading(2)Teaching aims:1. Encourage the Ss to raise reading ability by focusing on language points.2. Get the Ss to grasp the new language usage in the text by learning them.Important points & difficult points:Language usage: distant(distance); boundary; historic(historical); choke; link; place; function; honor; permit1. distant (Line5) adj. far awayin the distant past/future: far away in the past or future:distance n. [C or U] the amount of space between two places:He travels quite a distance (= a long way) to work every day.Does she live within walking distance of her parents?2. boundary: n. -- the edge (Line5)The mountain becomes the national ~ for both countries.The fence serves as a ~ between the two buildings.the boundaries of knowledge3. historic: adj. -- having importance in or influence on history (Line 6)11 November 1918 is a ~ day as it represents the end of World War I.Can you tell me when the ~ meeting between the two great leaders was held?historic / historical:Historic and historical are differentiated in usage, though their senses overlap.Historic refers to what is important in history:the historic first voyage to outer spaceIt is also used of what is famous or interesting because of its association with persons or events in history: a historic house Historical refers to whatever existed in the past, whether regarded as important or not:a historical characterHistorical refers also to anything concerned with history or the study of the past:The differentiation between the words is not complete. They are often used interchangeably:4. choke (Line8) n. [C] v. 窒息；堵塞；阻塞1). The child swallowed a pen and chocked to death.2). The roads to the coast were choked with traffic.3). At lunchtime the streets were choked with traffic.4). Children can choke on peanuts.引申: chock back 忍住，抑制 chock up 因激动等说不出话来5. link (Line21) v. [T] to make a connection between two or more people, things or ideas:1) The explosions are not thought to be linked in any way.link up: to form a connection, especially in order to work or operate together:2) The organization's aim is to link up people from all over the country who are suffering from the disease.3) They linked up two areas by telephone.用法拓展:be connected with 与……相接，和……有联系6. place: v. --to be in a state or situation (Line 36)1) She placed a tape recorder in front of her on the table.2) His uncooperative attitude placed us in an embarrassing situation.3) This job places great demands on the workers, which can be quite stressful.7. be responsible for: be in charge of (L39)1)The driver is responsible for the passengers’ safety.2) Philip is the project manager. He is responsible for anything concerning the project.3) Who is responsible for making the dinner reservation?8. function as: serve as (L42)1) My living room also functions as a study.2) The room functioned as a store room for keeping all our collection.3) The beautiful leaf functioned as a bookmark9. honor (L51) a quality that combines respect, pride and honesty:a man of honorWe fought for the honor of our country.n. [C] a reward, prize or title that publicly expresses admiration or respect:She received an honor for her services to the community.in honor of sb./ sth. in order to celebrate or show great respect for someone or sth.:a banquet in honor of the president10. permit (L57) v. -tt- [T] to allow sth.:The regulations do not permit much flexibility.[+do ing] The prison authorities permit visiting only once a month.[+ object + to infinitive] The security system will not permit you to enter without the correct password.Period 4 Word powerTeaching aims:(1). Learn and master the new words related to transport.(2). Enlarge the vocabulary in this section and apply them to practical use.Important points & difficult points:(1). Remember the different kinds of roads.(2). Remember different tools of transport.Procedure:Step 1 Lead-inWord game:Step 2 Read and speak1. Ask students to read the passage in Part A.2. To check students’ understanding of the passage, you may ask them the following questions3. Ask students if they know any other tools of transport besides what they have learnt. You may offer some photos andget students to speak out the correct wordsStep 3 Further study1. Ask students to focus on the flow chart in Part B. They should know that the flow chart here categorizes the different ways people travel by land, air or sea.2. Ask students to read the passage in Part C, which is an introduction to a transport project. Student should complete the introduction with the words they have learnt in Parts A and B. Then check the answers with the class.3. For Part D, you may ask students some questions to help them find out these words and phrases. For example: What must you do before you go somewhere by train?Book a seat or a ticket.Where will you go to buy the train ticket?To the ticket office.How do we know which train is available?Read a timetable first.What ticket can help a student save money?A student ticket.For the majority the good way to save money is to buy _____ ticket.What do we call the person who is traveling on a train?A passenger.What do we call the person who sells bus tickets?A conductor.If you want to travel to a foreign country, what must you have?A passport and a visa.4. Ask students to go over Part D and fill in the box. Tell them that the word ‘passenger’ should not be put in the box because passengers are not the people who make transportsmoothly.Step 4 Homework(1) Learn all the new words by heart.(2) Workbook P130 Reading APeriod 5&6 Grammar & usageTeaching aims:(1) T o help the students review and master the usage of v-ing and v-ed forms functioning as adjectives and adverbs.(2) To help the students to learn the usage of the passive, perfect and negative forms of v-ing and v-ed forms(3) To enable the students to know the differences between participles and gerunds and the infinitives.Teaching important points & difficult points:(1) Differences between verb-ing and verb-ed forms.(2) Differences between “doing” and “having done”.(3) Differences between “doing” and “to do”.Teaching procedure:Step 1 Lead-inWarming up:Step 2 Usage of v-ing and v-ed forms functioning as adjectives and adverbs.As adjectives:v-ing形式作定语v-ed形式作定语1. 单个动词-ed形式作定语一般放在被修饰的名词之前，作前置定语。
introduce用法
introduce[英] [ˌɪntrəˈdju:s] [美] [ˌɪntrəˈdus, -ˈdjus]vt.提出；介绍；引进；作为…的开头过去式：introduced过去分词：introduced现在分词：introducing第三人称单数：introduces1.VERB 引进;首次引入;推行∙The Government has introduce d a number of other money-saving moves...政府已经采取了其他一些省钱的举措。
∙The word 'Pagoda' was introduce d to Europe by the 17th century Portuguese.Pagoda 这个词由 17 世纪的葡萄牙人引入欧洲。
introduction∙He is best remembered for the introduction of the moving assembly-line.他最为人铭记的创举是率先采用流水装配线。
2.VERB 介绍;使了解;使初次接触∙He introduce d us to the delights of natural food.他让我们认识到食用天然食物的乐趣。
introduction∙His introduction to League football would have been gentler if he had started at a smaller club...如果他是在小点的俱乐部起步的话,他的首次足球联赛经历可能会更轻松些。
3.VERB 介绍;引荐;使相互认识Tim, may I introduce you to my uncle's secretary, Mary Waller 蒂姆,我来介绍一下，这位是我叔叔的秘书玛丽·沃勒。
∙Someone introduce d us and I sat next to him...有人给我们作了介绍,我挨着他坐下了。