B3U2L3 Grammar and usage 教案配套课件.pptxVIP

;林红梅;;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. “We practise earthquake safety procedures twice a year,” said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.”;Anna is interviewing her teacher, Mr Li, about his experiences during a hurricane. Find the sentences with to-infinitives as attributives. ;To-infinitives as attributives;Rule 1;What is the logical relationship?;Clint was the second person to survive in the earthquake.;The logical relationship between the to-infinitive as an attributive and the noun or pronoun it modifies: 1. Subject–verb 2. Verb–object 3. Apposition;Practice ;3. She expressed her wish. She wanted to go back after the flood struck her hometown.;Anna is interviewing her teacher, Mr Li, about his experiences during a hurricane. Find the sentences with to-infinitives as attributives. ;To-infinitives as adverbials of result;Rule 2;To-infinitives as adverbial of result ;To-infinitives as adverbial of __________;Practice 1;Practice 2;3. Follow the proper safety procedures so that you can protect yourself from a typhoon. ;Task 1: Match the first half of the sentences below with the correct to-infinitives. Then try to understand the functions of the to-infinitives.;Task 2: Below is Anna’s to-do list from yesterday afternoon. Complete the diary entry below using to-infinitives.;Task 3: Jim is talking to his friend Julie about his experience after the earthquake. In pairs, complete the conversation below using to-infinitives.;Task 4: Rewrite the passage, using to-infinitives.;Before a flood occurs, we must do something that can reduce the risk to people and their valuables. ;Secondly, you should bring the most important objects to the uppe