Unit 4 Public transport

Grammar and usage

Teaching aims:

After learning this period, students will be able to

1. understand how the v-ed or a v-ing can be used as adjective;

2. understand how the v-ed or a v-ing can be used as adverb;

3. summarize the rules in which a v-ed or a v-ing is used;

4. learn to use v-ed or v-ing in correct way according to different contexts.

Teaching procedures:

Step 1 Lead in

Guide students to read the following passage and help them to analyze the function of the v-ing used in the passage. (PPT4)

Step 2 Grammar Points

Part one a v-ed or a v-ing like an adjective

1. Help the students understand how they can use a v-ing like an adjective by analysing the sentences given and then draw a conclusion by themselves. (PPT5)

☆ She sat beside the window, watching the falling leaves floating in the air.

☆ It was an exciting match.

Conclusion: it usually expresses an action that is going on, or what something is like.

1. Help students understand the differences between v-ed and v-ing when used like adjective. While doing this, students are supposed to read the following sentences and try to analyze when v-ed can be used . (PPT6)

☆ The police found the stolen car.

☆ There was a thick layer of fallen leaves on the ground.

☆ Many excited people wanted to travel on the underground.

Answers: express passive meaning, refer to a finished action, tell how we feel about sth.

2. Help students use v-ed or v-ing as adjective in real context. (PPT7)

show the picture of Harry Porter and ask students to fill in the blanks with suitable words.