The differences between the infinitive and the gerund as subject

有关比较二者观念不同的英语作文英文回答：In the realm of intellectual discourse, contrasting viewpoints ignite the flames of debate, revealing the multifaceted nature of human thought. Two such perspectives that have long captured the fascination of scholars and laypeople alike are those of rationalism and empiricism. While both philosophies seek to explain the nature of knowledge and the sources from which it is derived, they embark upon this endeavor through vastly different paths.Rationalists, such as René Descartes, posit that the human mind possesses innate ideas, or apriori knowledge, that are independent of sensory experience. They argue that reason alone is capable of discerning these fundamental truths, which serve as the foundation for all subsequent knowledge. Descartes famously asserted, "Cogito, ergo sum" ("I think, therefore I am"), suggesting that the act of thinking itself provides irrefutable proof of one's ownexistence.Empiricists, on the other hand, espouse the belief that all knowledge is derived from sensory experience. They contend that the mind is a blank slate at birth, and thatit gradually acquires knowledge through interactions with the external world. John Locke, a prominent empiricist, argued that all ideas originate in sensations, either directly through the five senses or indirectly through reflection on those sensations.The contrast between these two perspectives is further highlighted by their respective views on the role of observation and experimentation. Rationalists prioritize deduction, or the process of drawing logical conclusions from accepted premises. They believe that true knowledge can be obtained through the analysis of self-evident truths without the need for empirical verification. In contrast, empiricists emphasize induction, or the process ofinferring general principles from observed patterns. They argue that knowledge is tentative and subject to revision based on new evidence.This fundamental distinction between rationalism and empiricism has had a profound impact on various fields of human inquiry, including philosophy, science, and education. Rationalists have traditionally played a dominant role in disciplines such as mathematics and logic, where abstract reasoning and deduction are paramount. Empiricists, on the other hand, have been instrumental in the development of natural sciences such as physics and biology, where observation and experimentation are essential for understanding the natural world.In education, rationalism advocates for a top-down approach, emphasizing the transmission of knowledge from teacher to student. Students are presented with established principles and theories, which they are expected to accept and apply. Empiricism, on the other hand, favors a bottom-up approach, encouraging students to actively engage with the material and draw their own conclusions based on their observations.Despite their differences, both rationalism andempiricism have contributed significantly to our understanding of the world and the nature of knowledge. Rationalism provides a framework for organizing and systematizing knowledge, while empiricism ensures that our beliefs are grounded in empirical evidence. By embracing the strengths of both perspectives, we can achieve a more comprehensive and nuanced view of reality.中文回答：理性主义与经验主义。

第7章Teaching grammar语法练习的活动会表述、设计一、The importance、value of grammar in language learningIt is generally believed that grammar teaching is less important for children than for adults. Grammar teaching is less important in listening and reading than in writing, and can be seen in most formal classroom language teaching. But the importance of grammar cannot be denied. Grammatical competence is essential for communication and there is often an inadequate treatment of grammar in most communicative syllabuses resulting in lower level of accuracy than the cases under formal instruction. English grammar is the core of English language. Without grammar English language cannot be well constructed. However, it should be noted that learning grammar itself is not the ultimate goal of learning English. It is natural that Chinese grammar in the minds of Chinese students, and it's not easy to take in the grammar of a foreign language. But this difficulty must be overcome. If you cannot solve this difficulty, the foreign language you write, though it may be understandable, will be Chinese style English.二、Grammar presentation 如何教语法3+41. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board. Then the teacher explains the underlying rules. The explanations are often done in the student’s native language. Finally, the students practise applying the rule to produce sentences with given prompts.(1) Advantages: good for selected and motivate students; save time to explain complex rules; increase students’ confidence in examination(2) Disadvantages: grammar is taught isolatedly; little attention is paid to meaning; the practice is often mechanical2. The inductive method: 能自己说出步骤书上The teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.(1) Advantages: students will become evident to the grammar rules if they are given enough appropriate examples. This is especially true with grammatical regularities which are easily understood and applied. Inspire students’ thinking activities; motivate students’ learning interests; grammar is taught in context.(2) Disadvantages: the presentation of grammar is more complex and time consumption is huge; grammar is not taught directly; some rules can’t be induced easily.3. The guided discovery method: 能自己说出步骤书上It is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.4. Some new approaches to teaching grammar:①Collocational: It means that the grammar should be built on collocational relations between individual lexical items and their subcategories.②Constructive: It means that one’s knowledge of grammar is built bit by bit, which closely models the way language is learned and used.③Contextual: It means that elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.④Contrastive: It means that grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.三、Factors contribute to successful practice 6个因素(因素，准则，原则可作为措施的要点答题)①Pre-learning:②V olume and repetition:③Success-orientation:④Heterogeneity:⑤Teacher assistance:⑥Interest:四、评述语法教学方法P115。

高三英语总复习之二重点句型翻译练习一、It句型：用it翻译下列句子1.40年前，双方就是在这间屋子里签订这项协议的。

（It）2.直到我看了他的信我才知道那件事的全部情况。

（It）3.正是由于他说这本字典很好我才去买的。

（It ）4.做那样的工作很难保持自尊。

(It)5.经过了这么多年,你想消除你们之间的分歧谈何容易。

（It）.6.她不向我们打声招呼就走了,这是非常不礼貌的。

（It）7.你在这样短的时间内把英语学得这么好，真是令人吃惊。

（surprising）8.和这样没有礼貌的人争辩是毫无用处的。

（注意：可以用这种句型的词有：no use, no good,useless, dangerous, senseless, a waste of time, worthwhile）9.报道说数以百计愤怒的人们昨天下午袭击了他的住宅。

(可以这样用的词还有：announce/said / believe/ thought/ expect/ know/ decide 等)10.自从上次我们在天安门广场见面后三年已经过去了。

11.当我得到他在死于车祸的消息时几经是圣诞之夜了。

（It）12.据报道这次会议对于以后的决定是至关重要的。

（critical）13.过不了多久我们就要从这所学校毕业了。

(before)14.不久，一架直升飞机飞到现场，来搭救失事飞机的幸存者。

（before）15.还要至少两三个月你才可能像往常那样走路（before）16.他以前从来没想到会爱上一个来自美国的女孩。

17.碰巧他的同学和老师们都在那座新建的大楼里。

（happen）18.修建这样的大桥一般至少要花两到三年的时间（take）19.我觉得在如此短的时间内完成如此巨大的工程简直是不可能的。

（possible）20.看来他好像已经知道了这个消息，不过你最好还是亲自告诉他。

（seem）二、用with 结构翻译下列句子（注意：常见的with 结构有：1）with sb./sth.+ adj. 2) with sb./sth.+adv 3）with sb./sth.+present participle 4）with sb./sth.+past participle 5) with sb./sth.+infinitive 6) with sb./sth.+prep.)1.有那么多人听他讲话，他感到很紧张。

王蔷《英语教学法教程》配套题库【章节题库】（口语教学）【圣才出品】第10章口语教学Ⅰ. Fill in the blanks.1. Maximum foreign talk, even participation, _____, and _____ are the four characteristics which are common in successful speaking tasks.【答案】high motivation，right language level【解析】成功的口语任务具有四个常见的特征：尽量用外语交谈、公平参与、高度的动机、合适的语言水平。

2. One of the characteristics of speech in everyday life is that speech is _____. That is, in most situations, people do not plan ahead of time what they are going to say. 【答案】spontaneous 【解析】即时性是日常口语的特征之一；也就是说，在大多数情况下，人们不会提前计划好将要说什么。

3. One advantage in learning to speak compared with learning to write is that the speaker gets immediate feedback from the _____, so the speaker can adjust the message immediately.【答案】listener【解析】和写作学习相比，口语学习的优势是说话者可以从听话者那里获得即时的反馈，因而可以立即调整话语。

4. For most students who are learning English in schools in China, the _____ is perhaps the major if not the only place for them to encounter English.【答案】classroom【解析】对于大多数在国内学校学习英语的学生而言，教室倘若不是唯一使用英语的场所，也是主要的场所。

语法教学设计（精选5篇）第一篇：语法教学设计语法教学设计模板1.Teaching objective：①.Knowledge and ability:1.Students will be able to have a thorough understanding of the grammar and learn to sum up the grammatical rules themselves.2.Students can make full use of what they’ve learned.②.Process and method:1.The teacher will apply task-based teaching method to promote learning and teaching interaction in class.2.Individual work and pair work to make students work in class.3.Explanations to make students master this grammar skillfully.③.Emotional attitude and value: 1.Try to raise the students’ cooperative awareness in their study by pair work or group work.2.Stimulate the students’ motivation of this gramma r.3.Teaching key points:1.Learn to research by cooperation.2.Learn to make full use of this grammar skillfully.4.Teaching difficult points: How to help students understand this grammatical item and use this grammar correctly.5.Teaching methods and strategies:自主学习法 self-directed learning合作学习（cooperative learning）讨论法(discussion)反思教学法(reflection teaching).6.Teaching aids: Multi-media tape-recorder, pictures, videos, songs, the blackboard, 7.Teaching procedure:Step1.Lead-in①.Activity: 1.enjoy a song whose content is related to this class and ask questions2.play a guessing game.3.show related pictures and videos.4.free talk about familiar topics.5.describe a student or ateacher in our school.6.show students’ works related to this class.7.make a dialogue about the knowledge of this class.②.Purpose: 1.to bring out the topic of this class.2.stimulate the learning interest and motivation.3.motivate students to be interested in this class.4.to attract the students’ attention quickly, and in coordination with the grammar of this class.Step 2.Review and Presentation.1.Summarize the grammatical rules through situations Activity: ①.Check the answers of exercises in the guiding paper quickly.②.Give students’ different situations or different tasks using pictures of t he latest events.③.Lead students to summarize the grammatical rules.(pair work, individual work, and cooperation)Purpose: advocate students’ logical thinking ability and summary ability.2.Group discussion: Activity: group work, pair work , team work , the teacher gives the students instructions if necessary.Purpose: ①.improve students’ ability to organize and summarize.②.arouse students’ interest in this grammar and encourage students to use the cooperative learning method.Step 3.Explorative Activity: Activ ity: ①.make sentences with this grammar ②.do some sentence translations ③.write a short composition ④.do an oral task ⑤.make a dialogue Purpose: ①.Improve students’ comprehensive ability and expressing ability.②.Apply what they’ve learned to practice to co nsolidate this grammar.③.Help students acquire a good command of this grammar.Step 4.Consolidation:1.Activity: quiz, retell, analysis of vocabulary, oral composition, translationPlay a game with different titles“ challenge NMET”“passage correcting”“look and say”“ sentence changing”“ filling in the blanks”2.Purpose: ①.make students closely connected with NMET,②.be familiar with the exercises of NMET, ③.practice their writing skills.Step 5.SummaryTo evaluate the students’ ability and have a sense of achievements Step 6.Evaluation and Reflection Purpose: Through evaluation, students can assess their learning result and how to master this grammar, and whether they’ve learnt to use the “FAT”.Step 7.Assignment/ homeworkActivity: a composition titled “_________”.In this passage, more _________ are required.Purpose: apply what they have learned to practice and improve students’ writing skills.术语：1.新课程标准New Curriculum Criteria2.In this way, not only will students’ learning motivation be greatly stimulated, but also their communication skills will be effectively improved.第二篇：语法教学设计人教版：高中英语必修二 Unit1In search of the Amber Room语法课教学设计1.Analysis of teaching materials The non-restrictive attributive clause is the new grammar item of this unit.We will review the Attributive Clause and try to master the relative pronouns better, and learn more about the differences between the restrictive attributive clause and non-restrictive attributive clause.2.Analysis of students The students have learned structure, usage, characters of attributive clauses before.So they can be easy to accept the non-restrictive attributive clause.3.Teachingobjectives Knowledge objectiveAt the end of the class, most of the students can be able to 1)Master the structure of non-restrictive attributive clause.2)Can join two sentences into a sentence using attributive clauses.3)Can divide a non-restrictive attributive clause into two simple sentences.4.Teaching important points The structure of non-restrictive attributive clause 5.Teaching difficult points Distinguish the differences between the restrictive attributive clause and non-restrictive attributive clause.6.Teaching methods PPP Model, TBLT T eaching procedure Step1: Warming up 1.Give students some attributive clauses sentences to recall what they have learnt before, and then let some of the students to describe the characters and what they have known about the attributive clauses sentence.2.Task: at the end of the class you should use the non-restrictive attributive clauses sentences to describe one place which you like best.Step2: Presentation1.Underline all the attributive clauses in the text.1)This gift was the Amber Room, which was given this name because several tons of ambers were used to make it.2)The amber which was selected had a beautiful yellow-brown colour like honey.3)Frederick William I, to whom the amber room belonged, decided not to keep it.………pare of all the sentences that you found and notice the use of commas, what are the differences between them? Try to define non-restrictive clauses in your own words.Sa: ………Sb: ……… 3.Teacher introduces the non-restrictive attributive clauses sentences and summarizes the differences of them the two.Step3: Practice 1.Pick up the non-restrictive attributive sentences.4.I know nothing that happened last night.5.He was generous with time, for which I was grateful.6.Do you know thepeople who live over the road? 7.The accident, which took place in Kingston, a town southwest of London, happened because of the fog.8.There are 20 students in this class who are from the north of China.9.There are 20 students in this class, who are from the north of China.2.Join the pairs of sentences using attributive clauses(restrictive or non-restrictive).P4.3 1)Here are the farmers.They discovered the underground city last month.2)Hangzhou is a famous city in China.Many people come to buy tea in that city.…………3.In groups of four, look at the sentences plete them by adding the restrictive or non-restrictive attributive clauses.EXAMPLE: The king had many beautiful art objects.The king whose palace was decorated in gold and jewels had many beautiful art objects.1)The mother _________________________________was very proud.2)The man ____________________________________was a farmer.3)The wooden box _____________________was made a long time ago.Step4: Production1.Try to define non-restrictive clauses in your own words.2.Try to divide the non-restrictive clauses into two simple sentences.1)He sold his bike, which surprised me._______________________________________________________ 2)He lost his temper, at which point I decided to leave here._______________________________________________________3)Here`s a letter from the Browns, who want to come to Paris.________________________________________________________ 3.Try to use the non-restrictive attributive clauses sentences to describe one place which you like best.(free talk)Step5: Home work Use the non-restrictive attributive clauses sentences to write a short passage about one thing you like best.第三篇：现在进行时语法教学设计篇一：现在进行时复习教学设计七年级英语第二单元语法复习教学设计1 2 篇二：现在进行时教学设计《现在进行时》教学设计肥城市桃园镇初级中学李纬纬 ? 篇三：现在进行时教学案例现在进行时教学案例【教案背景】现在进行时外研社七年级下册modules1-2的语法项目，该语法既是本册书的重点与法之一，也是难点之一。

高二英语动词不定式和动名词用法区别练习题20题1<背景文章>Learning English can be a challenging but rewarding experience. One of the areas that many students find confusing is the use of infinitives and gerunds. Take Tom for example. When he started learning English, he was constantly puzzled by when to use an infinitive and when to use a gerund. For instance, he didn't know whether to say "I enjoy to read books" or "I enjoy reading books". He spent a lot of time studying grammar books and doing exercises to understand the difference. Slowly but surely, he began to grasp the nuances. He realized that some verbs are followed by infinitives, like "want to do something", while others are followed by gerunds, such as "enjoy doing something".1. Tom was confused about ___.A. the use of nounsB. the use of infinitives and gerundsC. the use of adjectivesD. the use of prepositions答案：B。