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Unit 2 Natural disasters
Grammar and usage（教學(xué)設(shè)計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the functions of to-infinitives as attributives and adverbials of result;
2. use to-infinitives as attributives and adverbials of result properly in different situations;
3. rewrite a passage using to-infinitives.
II. Key competence focus
Use to-infinitives as attributives and adverbials of result correctly and properly.
III. Predicted area of difficulty
1. Use to-infinitives as attributives and adverbials of result in new situations.
2. Rewrite a passage using to-infinitives.
IV. Teaching procedures
Step 1 Lead-in
T: Hello, everyone. Last period we read two news reports about the lucky escapes from two natural disasters. First, I’d like to show your some sentences in these two news reports.
Alice Brown, head teacher at Falmont Primary School, was teaching when the floor began to shake.
The moment the shaking stopped, Miss Brown sensed it was the best time for the class to make their escape.
She signalled to her students to exit the classroom in an orderly line covering their heads with their hands.
The kids were calm enough to protect themselves during the earthquake.
“We practise earthquake safety procedures twice a year,” said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.”
T: In all these sentences, there’re to-infinitives used as different sentence elements. In today’s class, we will explore the rules concerning to-infinitives as attributives and adverbials of result and learn to use them in different situations.
【設(shè)計意圖：學(xué)生在初中階段已經(jīng)接觸過動詞不定式的一部分用法，所以先在學(xué)生相對熟悉的語境中呈現(xiàn)含有動詞不定式的句子，然后再呈現(xiàn)新的語法知識——動詞不定式作定語和結(jié)果狀語，用這個方法幫助學(xué)生建立新舊知識之間的聯(lián)系，從而順利過渡到新知識的學(xué)習(xí)。】
Step 2 Exploring the rule concerning to-infinitives as attributives
1. T asks Ss to find out to-infinitives as attributives in the interview.
T: Below is an interview between Anna and her teacher, Mr Li, about his experiences during a hurricane. Find the sentences with to-infinitives as attributives. The first one has been done for you.
Example: I was staying in Atlanta, and that was one of the cities to be hit.
T: To be hit is a to-infinitive as an attributive used to modify one of the cities.
T: Please find out all the sentences with to-infinitives as attributives in the interview.
2. T asks Ss to work out the rule according to the above sentences.
When the to-infinitive is used as an attributive, it is often put after the noun or pronoun it modifies.
3. T asks Ss to think about the logical relationship between the to-infinitive as an attributive and the noun or pronoun it modifies.
Example: He is the best man to choose.
T: We can understand the sentence in two ways. First, the sentence can be interpreted as “He is the best man to make the choice.” The relationship between the best man and to choose is that of subject and verb. Second, “He is the best man that we can choose.” The relationship between the best man and to choose is that of verb and object.
4. T asks Ss to read the following the sentences and work out the logical relationship between the to-infinitive as an attributive and the noun or pronoun it modifies.
A person needs just three things to be truly happy in the world—someone to love, something to do and something to hope for. (verb–object)
Wise men speak because they have something to say; fools because they have to say something. (verb–object)
Clint was the second person to survive in the earthquake. (subject–verb)
The need to love and to be loved is universal. (apposition)
In order to grow, people need to have a willingness to take risks and to accept the possibility that they may fail at first. (apposition)
5. T summarizes the logical relationship between the to-infinitive as an attributive and the noun or pronoun it modifies.
T asks Ss to rewrite the following sentences, using to-infinitives as attributives.
No other local beaches survived the disaster without any loss of life besides Goldshore Beach.
→ Goldshore Beach is the only local beach to survive the disaster without any loss of life.
Why don’t you get a backpack You can carry your disaster supplies in it.
→ Why don’t you get a backpack to carry your disaster supplies in
She expressed her wish. She wanted to go back after the flood struck her hometown.
→ She expressed her wish to go back after the flood struck her hometown.
【設(shè)計意圖：讓學(xué)生認(rèn)識到動詞不定式作定語在句中的位置，并體會動詞不定式作定語時與所修飾的名詞或代詞之間的邏輯關(guān)系，然后設(shè)計句子改寫的練習(xí)，通過實踐活動讓學(xué)生了解如何在句子中使用動詞不定式作定語，從而對動詞不定式作定語有更深刻的理解，為最后在語篇中使用動詞不定式打下基礎(chǔ)。】
Step 3 Exploring the rule concerning to-infinitives as adverbials of result
1. T asks Ss to read the interview again and find out to-infinitives as adverbials of result.
Example: That morning, I turned on the TV for some local news, only to hear that a hurricane was on its way.
T: Only to hear is a to-infinitive as an adverbial of result.
T: Please find out all the sentences with to-infinitives as adverbials of result in the interview.
2. T asks Ss to work out the rule according to the above sentences.
When the to-infinitive is used as an adverbial of result, it can refer to an unexpected result. In this case, we often use only before the to-infinitive.
3. T asks Ss to go through the following sentences and figure out the frequently used structure of to-infinitives as adverbials of result.
It’s never too late to learn. (too ... to ...)
I was fortunate enough to get the ticket. (... enough to ...)
Jane sang so well as to come out first in the singing competition. (so ... as to ...)
He left home, never to return. (never to ...)
4. T asks Ss to go through the following sentences and think about other functions of to-infinitives
as adverbials.
To protect yourself from a typhoon, follow the proper safety procedures.
During a typhoon, you should do your best to keep your head.
Pay attention to news update to confirm whether the danger is gone.
T: To-infinitives can also function as adverbials of purpose.
5. T asks Ss to complete the following sentences.
我匆忙趕到家，結(jié)果發(fā)現(xiàn)所有的家具都被洪水沖走了。
I hurried home, only to find all the furniture had been washed away by the flood.
她很漂亮，吸引了我們所有人。
She is so beautiful as to attract all of us.
這箱子太沉了，我挪都挪不動。
The box is too heavy for me even to move.
不要逃避問題。要想成功，你得學(xué)會應(yīng)對難題。
Don’t avoid the problem. To succeed, you have to tackle your difficulties.
6. T asks Ss to rewrite the following sentences, using to-infinitives as adverbials.
We cannot stop natural disasters but we can arm ourselves with knowledge. In this way, we can make full preparations for disasters.
→ We cannot stop natural disasters but we can arm ourselves with knowledge so as to make full preparations for disasters.
The kids were very calm. They can protect themselves during the earthquake.
→ The kids were calm enough to protect themselves during the earthquake.
Follow the proper safety procedures so that you can protect yourself from a typhoon.
→ To protect yourself from a typhoon, follow the proper safety procedures.
【設(shè)計意圖：在學(xué)生認(rèn)識到動詞不定式作結(jié)果狀語的功能和在句中的位置之后，引導(dǎo)學(xué)生總結(jié)常見的動詞不定式作結(jié)果狀語的句型，并通過例句復(fù)習(xí)動詞不定式作狀語表示目的的用法。之后通過完成句子和改寫句子的練習(xí)，讓學(xué)生了解如何在句子中如何使用動詞不定式作狀語，教學(xué)內(nèi)容的設(shè)計始終以學(xué)生最后能夠在語篇中使用動詞不定式為導(dǎo)向。】
Step 4 Applying the rules
1. T asks Ss to finish B1 on page 21 of the textbook.
2. T asks Ss to finish B2 on page 21 of the textbook.
3. T asks Ss to finish B3 on page 21 of the textbook.
4. T asks Ss to rewrite a passage, using to-infinitives.
【設(shè)計意圖：這個步驟為學(xué)生提供了更多的練習(xí)，旨在讓學(xué)生在感受、熟悉動詞不定式作定語和結(jié)果狀語的用法后，再在新語境中進(jìn)行模仿和操練，內(nèi)化所學(xué)知識，是語法知識在句子層面和語篇層面中的運(yùn)用。層層深入的活動設(shè)計體現(xiàn)了“學(xué)習(xí)理解－應(yīng)用實踐－遷移創(chuàng)新”英語學(xué)習(xí)活動觀。】
V. Homework
Finish the exercise C on page 64 of the textbook.

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