资源简介

U2 Let’s talk teens
Grammar and Usage 教案
教材分析：
本课时包含“Exploring the rule”和“Applying the rule”两个板块。“Exploring the rule”板块通过呈现青少年网站的首页介绍词，让学生阅读语篇并识别出简单句、复合句和复杂句的例句，并将其进行分类；再对例句进行分析概括，归纳出简单句、复合句和复杂句的特征和规律。“Applying the rule”板块通过句子转换练习、语法填空进一步巩固学生对简单句、复合句和复杂句结构和意义的掌握，最后让学生通过小组合作，相互咨询和提供建议，在真实的情境中运用所学规则，提高学生的语用能力。
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，识别出简单句、复合句和复杂句的结构特征，熟悉不同句子的使用规则并在真实情境中恰当运用；区分和正确运用句子中的并列连词和从属连词。
思维品质上，通过识别和分析，归纳和概括出规则的特征；比较简单句和复合句的不同点，深化对规则的理解。
文化品格上，了解简单句、复合句和复杂句的适用场景；了解青少年网站的功能作用并学会使用网络解决青少年问题。
学习能力上，清晰，流畅地咨询和提供建议；在语境中归纳出语法规则并将其迁移到不同的情境中。
教学重点：
1. 学生能够掌握简单句、复合句和复杂句的结构和意义。
2. 学生能够区分和正确运用并列连词和从属连词。
教学难点：
学生区分和正确运用并列连词和从属连词。
学生运用复合句和复杂句相互咨询和提供建议。
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: Ss read a paragraph and think about the effect of the parents on them. “Parenting an adolescent is different than parenting a younger child. Peers become increasingly important in the lives of adolescents and influence their appearance, certain behaviors, and social life. But, parents still play a large and vital role; they help shape adolescents' educational plans, their moral and social values, or their broader world view.” Suggested answers: They influence our personalities, psychological development, life habits, etc. 2. Ss find out two errors in the paragraph. (the underlined words “But改成However, or改成and”) 3. T explains the definition and the type of sentence. Definition: a set of words that is complete in itself, typically containing a subject and predicate, conveying a statement, question, exclamation, or command, and consisting of a main clause and sometimes one or more subordinate clauses. Type: simple, compound, complex, compound-complex. 呈现主题相关的语言情境，引导学生在情境中关注语言知识；引入句子的类型，为接下来的任务作铺垫。 3’ CW
Step 2 Matching: Ss read an introduction on the home page of a website for teenagers. Match each sentence with the correct type in the table (simple, compound, complex sentences) T leads Ss to recognize the subject, predicate and object of the first sentence, and Ss decide what kind of sentence it is. 识别简单句、复合句和复杂句的例句并分类，为接下来归纳出语法特征作准备。 3’ CW
Step 3 Structure: 1. T explains simple, compound and complex sentences in detail (such as providing examples, mind mapping, concluding rules). (1) Simple sentence: a sentence that consists of just one independent clause (one subject and one predicate). e.g. The prisoner escaped. e.g. The prisoner and his friend escaped. (example with a compound subject) e.g. The prisoner and his friend escaped but were later caught. (example with a compound subject and compound predicate) (2) A compound sentence has at least two independent clauses (can stand alone as a sentence). Structure: independent clause + coordinating conjunctions + independent clause = compound clause Coordinating conjunctions (FANBOYS): for, and, nor, but, or, yet, so. e.g. He was happy, for he just passed the exam. e.g. The road was long and we couldn’t see the end. When to use a comma before conjunctions: Simple sentence: no comma Compound sentence: use a comma Differences between simple and compound sentences: Clause: only one independent clause/ two or more ... Length: shorter/longer Comma: no/yes Complexity: simple/complex Subject & predicate: only one subject and one predicate/ more than one subject and predicate A complex sentence has an independent clause and at least one dependent cause. Subordinating conjunctions: used to link an independent cause to a dependent clause, such as although, because, before, even though, if, since, until, when, etc. e.g. When the cake is brown, take it out of the oven. e.g. You will definitely lose if you don’t try. 2. T conclude the types of subordinating conjunctions. T explains when to use simple, compound and complex sentences. Simple and compound sentences are useful to be brief: In emergency instructions; To teach young children; For someone who cannot read much English. (because they are simple and easy to understand) Complex sentences are useful to be descriptive: To explain something in detail; Te be precise about what you are describing; To keep your reader interested. (because it is specific) 引导学生归纳出不同句子类型的规则，再详细解释不同的句子类型，巩固学生对简单句、复合句和复杂句的掌握。 11’ CW/IW
Step4 Matching 1. T check the answers of the matching. Suggested answers: Simple sentence: (2), (3), (4), (6) Compound sentence: (5), (8), (13) Complex sentence: (1), (7), (9), (10), (11), (12) T asks Ss to think about what they can get from the website for teenagers. Suggested answers Advice on teenagers’ problems 在学生充分了解各类句子结构后核查答案，有助于学生自我纠错。 1’ CW
Step 5 Conclusion T leads Ss to work out the rules of simple, compound, and complex sentences. A simple sentence contains a subject and a verb. A compound sentence contains two or more main clauses. We use connecting words such as and, or, but, so or for to link the clauses. A complex sentence contains one main clause and at least one subordinate clause. A subordinate clause can be the subject, predicative, object, attributive or adverbial of the sentence. 总结简单句、复合句和复杂句的结构特征。 1’ CW
Step 6 Transformation: Ss combine each pair of sentences to form a compound or complex sentence. Suggested answers: 1. Your password should be more than eight letters or numbers, because this makes it difficult to guess. (“This”指代前面整个句子) 2. Posts should not give out personal information, and they should not include advertisements. (“they”指代posts) 3. Describe your problems clearly, so other people can understand them easily. (因果关系) 4. The forum experts will reply to you, as soon as/when/once they see your posts. (结果与条件) 5. Let us know (that) what you think of our forum by email. (“what do you think of our forum ”是know的宾语) 句子转换练习，巩固复合句和复杂句的结构，并列连词和从属连词的用法。 5’ IW/CW
Step 7 Fill in the blank: Ss complete the conversation with the correct connecting words. 在语篇中进一步巩固并列连词和从属连词的用法。 4’ IW/CW
Step 8 Key words: T teaches the key words by providing pictures, collocations and example sentences. design 设计，安排 ~ sth for sb/sth e.g. They asked me to design a poster for the campaign. be designed to do “目的是...” expert 专家，行家 a computer/medical expert计算机/医学专家 ~ at/in/on (doing) sth e.g. He's an expert at getting his own way. unique absolutely/totally/almost unique e.g. The preview offers a unique opportunity to see the show. 4. flexible 能适应新情况的，灵活的 a more flexible approach更灵活的方法 flexible working hour 弹性工作时间 n. Flexibility performance 表演；表现 give a performance 表演 e.g. He criticized the recent poor performance of the company. 利用图片和例句教单词，增加单词学习的效率和趣味性。 6’ GW
Step 9 Pair work: 1. Ss work in pairs. Role-play a conversation between Teresa and her parent(s) using simple, compound and complex sentences. The beginning has been given. Teresa: Hi, Mom! Can we please talk Mother: Sure, dear. What's the matter ... T gives some possible parent-child problems: My parents supervise me all the time; My parents care only about my grades; My parents always ask me to do what they consider correct; My parents don't allow me to go out on weekends；... 在真实情境中应用复合句、复杂句寻求和提供建议；呈现亲子问题和语言表达，为学生完成接下里的任务做好主题和语言上的准备，提高任务可行性。 6’ GW/IW
Step 10 Show time: Ss show their conversations with their partners to the class. 展示对话，鼓励学生开口说英语。 4’ CW
Step 11 Homework: If you were a columnist of a website for parent-child relationship, collect some problems between teenagers and their parents and write down your suggestions. 进一步熟悉青少年网站的功能，流畅地表达自己的建议。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否熟练掌握和正确运用简单句、复合句和复杂句；区分和应用并列连词和从属连词。
学生通过本课时学习，能否掌握寻求建议和提供建议的表达方式；在口语表达中恰当运用简单句、复合句和复杂句。
学生通过本课时学习，能否正确看待亲子间的问题，通过与同伴互动交流解决问题的方法。

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