资源简介

Unit 1 Setting up your goals
Grammar &usage sentence elements and sentence structures
● Background information:
Before this lesson,students have learned a reading passage called Realizing Your Potential,in which they learned something about how setting clear goals is crucial for them to achieve their potential.Since this part is mainly about the study of grammar, students may feel bored.I want to arouse students'interest through the connection between these two materials,namely“goal”.At the same time,I assume that students have previewed pages 96 to 97 of the textbook and have a general understanding of sentence elements and sentence structures.
Lesson duration:45 minutes
● Type of the lesson:Grammar
● Teaching contents:
Two short paragraphs from pages 6 &7 of the textbook.
● Teaching objectives:
By the end of this lesson students will be able to: 1.Identify different elements in a sentence;
2.Understand five basic sentence structures;
3.Apply the rules they have learned to write a short passage about how to achieve the goal for the new term.
● Teaching key and difficult points:
Teaching key point: Students can identify different sentence elements and understand five basic sentence structures.
Teaching difficult point: Students can apply what they have learned in new situations and write a passage that applies the rules independently.
Teaching aids:PPT,charts,chalk,mind map,blackboard.
● Teaching procedures: Step 1:Lead-in 3 mins
The teacher uses the word "goal"to make connections between what is to be learned in this class and what was learned in the previous reading class.
Then the teacher will invite some students to answer the question“What is your goal for the new term ”Then the teacher can draw a mind map on the blackboard that includes students'answers.
【设计意图：利用目标这一词建立阅读课和语法课之间的联系，让学生产生熟悉 感，并通过问题的提出活跃课程的氛围，减轻学生学习语法的压力，避免厌烦情
Step 2:Presentation 20 mins Activity 1:
The teacher asks students to read the short passage on page 6 and answer“What does the author suggest about the benefits of setting goals ”Then the teacher can draw another mind map on the blackboard.
【设计意图：通过在文章中找到细节答案检测学生的阅读理解能力，并利用思维
导图和B2 部分建立联系，有利于培养学生的直观思维。】
Activity 2:
The teacher asks the students to fill in the table on page six according to what they have previewed.At the same time,the teacher draws an upside-down pyramid on the blackboard,writes the five basic sentence structures on each line of the pyramid,and asks a student to write the number of the corresponding sentence on the edge of each
sentence structure.
Then the teacher asks the students to observe what are the similarities between these five sentences.After the students answer correctly,the teacher deletes the subject or verb in some sentences and asks the students,“Is this sentence still complete ”.Then the students can work out rule number one easily.
Next,the teacher asks two students to translate two types of sentences.(The first one consists of SV,and the second one consists of SVO.)And asks why is there an object after the verb in the second type of sentences.When the students come up with the
correct answer,the teacher can tell them that the verbs are playing a trick. Student 1:我同意I agree. 我喜欢动物Ilove animals.
Student 2:车停了The car stopped. 我需要一些食物I need some food.
Then the teacher can explain to the students the use of transitive and intransitive verbs, that is,transitive verbs must be followed by an object,but intransitive verbs can be followed by nothing.
Then the teacher can ask the students to observe the second,third,and fourth layers of the inverted pyramid,and have them work in small groups to solve the questions.
1.Why at the third layer,the verb is followed by a predicative
2.Why at the fourth layer,the verb is followed by two objects Can you make up more sentences with this type of structure
Next,the teacher can reveal to the students that the verbs are still playing the trick. There are three types of verbs,in addition to transitive and intransitive verbs,there are also linking verbs.(Linking verbs include be verbs and verbs like look,sound,taste, smell,feel,get,become,turn,stay,remain,keep,etc.)The predicative after a linking verb is usually used to describe the identity and state of the subject.(Just like the sentence"You are beautiful.""beautiful"describes your state as a subject.)
The teacher writes students'answers to the last question on the blackboard and asks
the students to observe the difference between direct objects and indirect objects. Then the teacher leads them to conclude that indirect objects usually refer to people and direct objects usually refer to things.The teacher asks them to brainstorm more verbs that can followed by two objects.
The teacher shows two sentences and asks the students to use the appropriate object complement to make the sentences more informative.Then the students can understand that the role of the object complement is to add more information to the object.
Our principal encouraged us to fully realize our potential.
I wanted to paint my bedroom pink.
【设计意图：首先通过阅读同学们能够知道设置目标的重要性，其次利用倒金字 塔模型分析语篇中导出的5个句子让同学们明白了句子成分和基本句子结构等 知识。再通过问题导向的题目让学生通过观察和思考自己总结出有关句子成分的
基本概念和句子结构的基本规则，贯彻了Task-based Teaching Method】
Step 3:Practice 18 mins Activity 3
The teacher asks the students to read the passage in B2,match the underlined sentences with the correct structures,and find out the ways of achieving goals.The teacher writes the ways on the blackboard in the form of a mind map.
Activity 4
Ask students to work in groups of 7 in 8 minutes to make more sentences with these 5 basic sentence structures,and ask some representatives to check their correctness,and decide which group is the winner.The winners don't have to do today's homework.
【设计意图：让同学们巩固所学的句子成分和结构，方便老师检验教学效果，同 时学生们能够注意到学习的薄弱环件，有利于教学评一体化的贯彻落实。】
Step 4:Summary and homework 4 mins
Summary:The teacher guides the students to review the structures they have learned today and encourages them to use diverse sentence structures on a daily basis.Then the teacher can end this lesson with a quote from Albert Einstein“If you want to live a happy life tie it to a goal.”,and encourage students to set up their goals and fulfill them.
Homework:The teacher asks students to finish B3 according to the mind map on the blackboard.The teacher should tell them to use as many different sentence structures as possible.And in the next class,the teacher will pick some great pieces for students to learn from
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