资源简介

U1 Teenage Life
Discovering Useful Structures 教案
教材分析：
本课时的主题是“improve a draft”润色文稿。主要语法结构是名词短语、形容词短语和副词短语，学生需掌握其形式，功能和用法。首先在句子中初步了解各类短语的形式和功能；其次在语境中加深对各类短语意义的理解，最后运用各类短语润色文稿，丰富语言表达。
教学策略与设计说明：
采用归纳法（Inductive method），呈现若干例句，让学生发现和归纳各类短语的形式与功能，不断练习，进一步强化后再产出。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握和区分名词短语、形容词短语和副词短语的的形式、意义和功能。
思维品质上，合理评估和修正文稿，在分析、评估和修正中不断反思，形成独立分析的能力和辩证思维。
文化意识上，了解英语语言的书写习惯，增加词组的表达，使语言更加真实、自然和地道。
学习能力上，掌握语法的高校学习方法，如观察和归纳；运用各类短语润色文稿，不断修正，丰富语言表达。
教学重点：
学生能够掌握并区分名词短语、形容词短语和副词短语的形式、意义和功能；
学生能够用各类短语润色文稿，丰富。
教学难点：
学生清晰地区分名词短语、形容词短语和副词短语的结构和功能；
学生在语篇中增加各类短语，丰富语言表达。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: 1. T presents a picture of a happy dog and some sentences, then asks Ss to use phrases to describe the picture. This is ____________. The dog is _______________. The dog smiles _______________. Suggested answers: a happy dog very/really/quite happy very/really/quite happily 2. T explains phrases in Chinese 短语或词组（Phrases）是具有一定意义但不构成句子或从句的一组词。 通过图片和简单的语境提示，引入主题；简单介绍phrase的定义，为学生理解接下来的三类短语作好认知上的准备。 2’ CW
Step 2 Discovery: Ss find and mark the phrases in the sentences that fit the categories below. Noun phrase Adjective phrase Adverb phrase T explains NP/AdjP/AdvP briefly and leads Ss to find out the phrases in the first sentence. (NP: word group with a noun as its head word(中心词)等; e.g. 1. The first week was a little confusing. “the first week” is a NP相当于主语, “a little confusing” is a AdjP相当于表语.) Suggested answers: The building is so big that I 'm completely lost. (“the building” is NP是主语，“so big” is AdjP是表语，“completely lost” is AdjP是表语) The kids over there are putting something on a round paper plate. (“the kids over there” is NP是主语，“a round paper plate” is NP是宾补) ... 引导学生发现句子中的名词短语、形容词短语和副词短语，初步感知三类短语形式和功能。 6’ CW/IW
Step 3 Categories: T presents the definitions and structures of noun phrase in the PPT. (Noun phrase指一个以名词为中心构成的短语，在句中的功能相当于名词，可用作主语，宾语，表语或宾语补足语。常见结构有： 限定词+名词 限定词+形容词（短语）+名词 限定词+名词+介词短语 限定词+描述性名词+名词) T conclude the variety of determiner. 冠词（a/an/the） 指示代词（this/that/these/those等 物主代词（my/your/his/her/our/their等） 不定代词（some/every/no/neither/both等） 数词（one/two/first/second等） T teach the order of adjectives in Chinese. Then, T gives a picture concluding the order of adjectives and gives some examples. (①限定词+②一般性描绘形容词+③大小/长短/形状+④年龄/新旧+⑤颜色+⑥国籍/出处+⑦材料+⑧用途/类别+最终修饰的名词, 并总结出记忆诀窍：“限定描绘大长高，形状年龄和新老，颜色国籍跟材料，作用类别往后靠。”) T explains the definition and structures of Adjective verb in Chinese. (Adjective phrase指一个以形容词为中心构成的短语，在句中的功能相当于形容词，可以修饰名词或代词，还可用作表语或宾语补足语。常见结构有: 副词+形容词 形容词+介词短语 形容词+enough 副词+形容词+介词短语) T present some common adverbs that modify adjectives (如：very, really, quite, pretty, so, fairly, extremely, slightly, absolutely, somewhat, enough (enough常常放在形容词的后面等). T explains the definition and structures of Adverb verb in Chinese. (Adverb phrase指一个以副词为中心构成的短语，在句中的功能相当于副词，可以修饰动词、形容词或副词。常见结构有： （副词）+ 副词/副词+enough) T tells adverb phrase form adverbial phrase. Adverb Phrase: 以副词为中心的短语， 如：very slowly Adverbial Phrase: 在句子中作状语的短语，所以名词短语、形容词短语和副词短语都可以成为副词性短语，如： we will come back next month. Tom stared at the footprint, full of fear. She speaks so quickly. (Ss are encouraged to make out their own sentences.) 在学生初步感知后，对各类短语进行系统的讲解，整理和归纳出对应的结构和例子，使学生形成清晰的认知；区分副词短语和副词性短语，帮助学生弄清易混淆概念。 12’ CW/IW
Step 4 Conclusion: T conclude the structures, functions and examples of NP/AdjP/AdvP. NP: (限定词)+(形容词、形容词短语、描述性名词)+名词+(介词短语) e.g. a beautiful campus AdjP: (副词)+形容词+(介词短语、enough) e.g. very suitable AdvP: (副词)+副词+(enough) e.g. quite well, fast enough... 利用表格总结三类短语的结构和功能，一目了然。 2’ CW
Step 5 Questions: Ss answer the questions using phrases in brackets. How soon do you think you'll finish your homework (very soon) What do you think of your new teachers (very nice and patient) How many clubs have you joined this year (two clubs) How well does Rita play the violin We need a new violinist in our music club. (quite well) What did your advisor say about the advanced literature course (too difficult but very interesting) Suggested answers: 1. I'll finish my homework very soon. AdvP 状，修饰动词 2. They are very nice and patient. AdjP 表 3. I have joined two clubs this year. NP 宾 4. She plays the violin quite well. AdvP 修饰动词 5. He said it was too difficult but very interesting. AdjP 表 (Ss answer the questions by themselves and then T asks some Ss to speak out the answers and analyze the structures and meanings of the phrases.) 利用回答问题，让学生初步运用这三类短语，既能关注语言形式，又重视对意义的理解。 6’ IW/CW
Step 6 Improve a draft: Ss improve Joyce’s draft by using NP/AdjP/AdvP to add more information. (T leads Ss to pay attention to the patterns given already in the book and then gives some possible words Ss may use to improve a draft.) 2. T invites several Ss to read aloud their improved drafts and allow the class to evaluate. Finally, T gives her/his own example to Ss. 运用所学短语润色文稿，让学生能够在语篇中进一步巩固三类短语的形式和功能。 8’ CW/IW
Step 7 Drafting: Ss write a small paragraph describing the clubs they have joined or clubs they want to join. Use NP/AdjP/AdvP as many as possible. (T explains how to write a small paragraph before Ss write. Firstly, decide on the tense: the past or future tense; Secondly, give out the structures: introduction, main body and ending; Thirdly, provides possible expressions: nouns, adjectives, adverbs and structures. e.g. club, volunteer, nature...) T invites some Ss to present their own drafts and asks the class to revise the drafts together. (T leads Ss to pay attention to the grammar, words and NP/Adjp/AdvP when they revise the drafts.) 3. T presents his/her own example to the class. 在润色文稿上的进一步提升，训练学生独立运用三类短语创作语篇的能力;提供写作框架，内容和参考表达，降低学生写作的难度，目的更清晰。 8’ CW/IW
Step 8 Homework: Improve one of your draft by using NP/Adjp/AdvP to add more information. 使用三类短语修改曾写过的一篇文章，再次巩固其结构和功能。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握和区分名词短语、形容词短语和副词短语的结构、意义和功能；
通过本节内容学习，学生能否利用三类短语润色文稿，丰富语言表达；
通过本节内容学习，学生能否运用三类短语独立写出结构清晰、逻辑连贯的语篇；
不断分析、评估和修正，掌握润色文稿的方法技巧，提升写作技能。

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