Welcome unit Discovering Useful Structures 教案-2024-2025学年人教版英语高中必修第一册

Welcome unit-Discovering Useful Structures 教学目标 Four - dimensional Core Competencies Language Competence：Students can identify and use basic sentence structures like “Subject + Verb + Object” in various sentence types. They will master common expressions, improving their language accuracy and fluency in constructing sentences and expressing ideas. Cultural Awareness：By analyzing sentence structures in different cultural - related materials, students will understand how language reflects cultural features. For example, they can recognize cultural connotations in greetings expressed with specific sentence patterns, enhancing cross - cultural communication understanding. Thinking Quality：Analyzing sentence structures helps students develop logical thinking. They can break down complex sentences, understand relationships between parts, and use structures to organize thoughts, thus promoting critical thinking when evaluating and creating language. Learning Ability：Students learn strategies to study sentence structures, such as comparing, summarizing, and practicing. They can independently explore new structures, and through group work, they enhance cooperative learning ability, adapting to different learning scenarios. 重点难点 Key Points：Master basic sentence structures (e.g., simple sentence patterns), understand functions of different sentence elements like subject and predicate, and use common sentence patterns (e.g., “It is + adj. + for sb. to do sth.”) in simple writing and speaking. Difficult Points：Distinguish between similar sentence structures (e.g., some complex object - complement and adverbial - complement structures), apply sentence structures correctly in complex contexts, and use proper sentence structures to convey intended meanings precisely in oral and written communication. 教学内容 备注 Teacher: Good morning, dear students! Today, we are going to explore an important part of English learning - the "Discovering Useful Structures" in our Welcome Unit. Grammar might seem a bit dull at first, but trust me, understanding the structures of English sentences is like having the key to a magical language kingdom. It will help you express yourselves more accurately and clearly in English. So, are you ready to unlock this magic? Students: Yes! Teacher: Great! Let's start with a little warm - up. I'm going to show you some short videos. While watching, I want you to pay attention to the actions and the things you see, and then try to describe them in English. Here we go! (Plays a short video of a student opening a locker in the school corridor) Teacher: Okay, who can describe what you saw in the video? Student 1? Student 1: A student opened the locker. Teacher: Excellent! You've just made a very simple yet correct English sentence. Now, let's break this sentence down. In this sentence, "A student" is the doer of the action, right? So, what do we call this part in grammar? Student 2: The subject? Teacher: Exactly! The subject is the person, place, thing, or idea that does the action or is being described. And what about "opened"? Student 3: The verb? Teacher: Right again! "Opened" is the action in the sentence, which we call the verb. So, this simple sentence has a subject and a verb. We can represent this structure as "SV", where "S" stands for subject and "V" stands for verb. Let's look at another example. I'm going to draw a picture on the blackboard. (Draws a bird flying in the sky) Teacher: How can you describe this picture? Student 4? Student 4: A bird is flying. Teacher: Perfect! Here, "A bird" is the subject, and "is flying" is the verb. It's also an "SV" structure. Now, let's move on to a more complex structure. (Plays a video of a teacher giving a book to a student in the classroom) Teacher: Can someone describe this video? Student 5? Student 5: A teacher gave a book to a student. Teacher: Very good. In this sentence, we have more elements. "A teacher" is the subject, "gave" is the verb. But what about "a book" and "a student"? Let's think about it. The teacher is doing the action of giving, and what is being given? Students: A book. Teacher: Right, "a book" is the thing that receives the action directly. We call this the direct object. And "a student" is the person to whom the book is given. This is called the indirect object. So, this sentence has a subject, a verb, a direct object, and an indirect object. We represent this structure as "SVIO DO", where "IO" stands for indirect object and "DO" stands for direct object. Let's look at another example. I have a sentence here: "My mother bought me a new schoolbag." Can you tell me which part is the subject, verb, indirect object, and direct object? Student 6? Student 6: "My mother" is the subject, "bought" is the verb, "me" is the indirect object, and "a new schoolbag" is the direct object. Teacher: Absolutely correct! Now, let's learn about another structure. Look at this sentence: "The cake tastes delicious." What do you think is the subject? Students: The cake. Teacher: Right. And "tastes" is the verb. But what about "delicious"? "Delicious" is not an object here. It describes the subject "the cake", telling us what the cake is like. We call this part the predicative. This kind of sentence structure is called "SP", where "P" stands for predicative. Usually, we use adjectives or noun phrases as predicatives. For example, "He is a student." Here, "He" is the subject, "is" is the verb, and "a student" is the predicative. Can you make a sentence with the "SP" structure? Student 7? Student 7: The flower is beautiful. Teacher: Wonderful! Now, let's move on to a structure that might be a bit tricky. Look at this sentence: "We made the classroom clean." "We" is the subject, "made" is the verb, and "the classroom" is the object. But what about "clean"? "Clean" is not a second object. It gives more information about the object "the classroom", telling us what state the classroom was made to be in. We call this part the object complement. This structure is "SVOC", where "C" stands for object complement. Another example is "I heard her singing in the classroom." Here, "I" is the subject, "heard" is the verb, "her" is the object, and "singing in the classroom" is the object complement, which describes what the object "her" was doing. Can you make a sentence with the "SVOC" structure? Student 8? Student 8: They painted the wall white. Teacher: Excellent! Now, let's talk about sentences with adverbials. Adverbials can tell us when, where, how, or why something happens. For example, in the sentence "She plays basketball in the playground.", "She" is the subject, "plays" is the verb, "basketball" is the object, and "in the playground" tells us where the action happens. This is an adverbial of place. The structure of this sentence is "SVOA", where "A" stands for adverbial. Another example, "He runs fast." Here, "He" is the subject, "runs" is the verb, and "fast" is an adverbial of manner, telling us how he runs. The structure is "SVA". Can you give me a sentence with an adverbial of time? Student 9? Student 9: We will have a party tomorrow. Teacher: Great! Here, "We" is the subject, "will have" is the verb, "a party" is the object, and "tomorrow" is the adverbial of time. The structure is "SVOA". Now, let's have a group activity. I will divide you into groups of four. Each group will get a set of sentence cards. Some cards have sentences, and some cards have the structure labels like "SV", "SVO", "SP", etc. Your task is to match the sentences with the correct structure labels. You have ten minutes to complete this task. Start! (Students work in groups, discussing and matching the cards) Teacher: Time's up! Let's check the answers. Group 1, can you show us one of your matches and explain why you think it's correct? Group 1 representative: We have the sentence "The sun rises in the east." We think it's an "SVA" structure. "The sun" is the subject, "rises" is the verb, and "in the east" is the adverbial of place. Teacher: Very good. Your analysis is correct. How about Group 2? Group 2 representative: We have the sentence "My father bought me a computer." We matched it with "SVIO DO". "My father" is the subject, "bought" is the verb, "me" is the indirect object, and "a computer" is the direct object. Teacher: Excellent. Now, let's do a little writing exercise. I want you to write five sentences, each using a different sentence structure we've learned today. You can write about anything you like, such as your school life, hobbies, or family. You have fifteen minutes to complete this. Start! (Students start writing) Teacher: Time's up. Let's ask a few students to read their sentences and tell us which structure they used. Student 10? Student 10: "I like reading books." It's an "SVO" structure. "I" is the subject, "like" is the verb, and "reading books" is the object. Teacher: Great. How about another sentence? Student 10: "My school is big and beautiful." It's an "SP" structure. "My school" is the subject, "is" is the verb, and "big and beautiful" is the predicative. Teacher: Very good. Now, Student 11, can you share your sentences? Student 11: "My mother gave me some advice." It's an "SVIO DO" structure. "My mother" is the subject, "gave" is the verb, "me" is the indirect object, and "some advice" is the direct object. "I found the movie interesting." It's an "SVOC" structure. "I" is the subject, "found" is the verb, "the movie" is the object, and "interesting" is the object complement. "I go to school by bike every day." It's an "SVOA" structure. "I" is the subject, "go to" is the verb, "school" is the object, and "by bike every day" is the adverbial. Teacher: Excellent! You've done a great job. Now, let's sum up what we've learned today. We've learned eight basic English sentence structures: "SV", "SVO", "SP", "SVIO DO", "SVOC", "SVA", "SVOA", and also the "There be" structure which we will review quickly. For example, "There is a book on the table." "There" is a placeholder, "is" is the verb, "a book" is the subject, and "on the table" is the adverbial. These structures are the building blocks of English sentences. After class, I want you to practice more by writing more sentences and analyzing the sentences you read in English texts. That's all for today's class. See you next time! 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