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Grammar and usage: Write a super sentence! 集体备课大赛
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郭文文 - 长沙外国语学校（高中部）
- 高中
- 英语
- 必修 第一册
- 译林版（新）
- 332
- 3
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- 课例教学设计
- 课例资源
- 同课异构
教学准备
学情分析
The teaching content chosen is focused on the basic Sentence elements and sentence structures. It is taken from English Textbook for Senior High published by Yilin Press and it comes from Compulsory book one ,unit one, section three, Grammar and usage, page 6.
In this part, students are required to read a short text about the importance of setting goals and analyze five underlined sentences before they can fill a table below. The table is designed as a tool helping students identify sentence elements and structures, such as subject, verb, object, object complement etc., as well as basic sentence structures. The last part of the teaching content is to figure out the relevant grammar rules by students themselves through the previous activities. (WHAT)
The text in the teaching material is designed to create a meaningful context for the grammar rules being taught. The table which displays the basic sentence elements acts as a scaffold guiding students to observe, think and discover the grammar rules. Finally students are expected to work out the rules by analyzing, synthesizing and summarizing what they have learned. (HOW)
This teaching material adheres to inductive approach, which is more of a bottom-up method moving from specific to general. Inductive learning encourages students to detect and notice the grammatical patterns in rich context before they can formulate the rules by themselves. Within the inductive learning process, students’ attention is to be engaged, and their cognitive powers are to be activated. Students acquire grammar knowledge as active learners rather than passive recipients. (WHY)
教学工具
Students are in their Senior One and their average English level are at lower-intermediate, which means students have accumulated a vocabulary of about 1500 words, and they can understand articles about 400 words in English, and most students are able to communicate in simple English. However, in terms of writing, considerable students fail to demonstrate the ability to write in accurate English. Even simple sentences they produced in their English writing are often incomplete or incorrect due to their fairly limited knowledge of Syntax. In fact, a number of students lack systematic study of grammatical knowledge on sentence elements and basic sentence structures, as a result, quite a few students even feel confused with subject and predicate, let alone the concept that what a sentence is.
Moreover, Chinese students are often stuck in ‘Chinglish’ because of the negative transfer of native language, so that the sentences in their English writing are often misleading, which requires excessive effort from the reader and even sometimes impede the communication.
Therefore, the learning of sentence elements and sentence structures are terribly necessary, especially the ‘subject+verb+object’ pattern, which is the most basic and most widely used pattern in English. Although students may feel little pressure in producing very simple sentences just with three components: subject, verb and object, great attempt is still needed to help them come up with more appropriate, detailed and descriptive sentences, which might be the anticipated problem.
教学设计
教学目标
Teaching objectives:
At the end of the class, students will be able to:
1. identify sentence elements, such as subject, verb, predicative, object and object complement . (Language ability)
2. formulate the grammatical rules of the five basic sentence structures by themselves. (Thinking capacity)
3. apply the simple sentence structures to write correct sentences. (Language ablility)
4. improve their independent thinking ability by individual work, cooperative ability by pair work, or group work. (Learning ability)
教学重难点
Teaching focus:
The focus of this lesson will lie in the study of the sentence elements, basic sentence structures and the application of these grammar rules.
Teaching difficulties:
Helping students comprehend the five simple sentence structures and write correct and creative English sentences will be the biggest challenge.
教学方法
Unit 1 Grammar Usage
Sentence elements and sentence structures
S V
S V P
S V O Display of students’ five-sentence stories
S V O O
SV O OC
教学过程
Procedures |
Teaching activities |
Design purposes |
Core competencies covered |
Step 1 Lead-in and activation (1.5+1.5min)
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1) Reporting the feedback from the pre-class activity * Checking pre-class homework The Representative of English Subject collects the most challenging questions in each group and reports them to the class. 2) Opening activity: *Students do the FIND SOMEONE WHO activity individually with the handouts containing ten simple sentences, each showing a certain feature of the student they will have found. And students share their results in their group. Each group reports two sentences to the class and each sentence can be reported only once. |
1) This class is designed to be a flipped class, and the pupose of this step is to collect the problems the students meet in their previewing work. 2) This is an introductory activity to get students engaged on the topic, to connect to and activate their prior experience.
2) This opening activity intends to create a friendly atmosphere and encourage students to get to know each other due to the fact that they are all new students in their high school. |
Language ability: Speaking ability and communicating ability Learning capacity: Collaborative learning Thinking capacity The abilities of comparing, contrasting, and analyzing, |
Step 2 Learning and understanding (4 min) |
3) Observing and classifying *Students observe the sentences produced in the opening activity and classify them into 5 groups according to the 5 basic sentence structures. 4)Analyzing and discovering *Students analyze the grouped sentences and formulate the grammar rules of the basic sentence structures. * A micro lesson is employed to offer a overall conceptional explanation. |
3-4) Activities designed in step3-4 are expected to involve students detecting, analyzing the sentence patterns and finally formulating hypotheses. This could also promote the strategy of ‘noticing’ in students and enhance learner autonomy and motivation.
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Thinking capacity: The abilities of observing, classifying, analyzing, discovering
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Step 3 Applying and practicing (3 min) |
7) Writing super sentences * Students will be given more simple sentences to practice what they have learned in the previous steps . |
7) Helping students to apply the rules and practice the language in a sentence level is the purpose of this step, which will deepen their understanding of these grammar rules.
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Language ability: The abilities of reading, communicating,
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Step 4 Transferring and creating (3 min) |
8) Creative writing *Each group disscuses and makes up a five-sentence story using the five basic sentence structures learnt today.
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8) Practicing what has been taught to write a story is a goal of higher level, which requires more imagination and creation. |
Language ability: Use language in an integrated way. Learning ability: Learn cooperatively. |
Step 5 Summary and assignments
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9) Summary *Students summarize what they have learnt in the class. *Students reflect whether the questions in the preview have been solved.
10) Assignments *Option 1: Write five sentences using the 5 basic sentence structures. *Option 2: Write a longer story with ten sentences using the 5 basic sentence structures and try using linking words to make the story flow more naturally.
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9) The summarizing activities close the lesson with an overview of the learning contents and often serve as a checklist that enables students to see what has been achieved and what still needs improvement.
10) Improve students’ involvement and maximize their talent by optional assignments. |
Learning ability: Autonomous leaning ability. Thinking capacity: The ability of summarizing |
Blackboard design |
Unit 1 Grammar Usage Sentence elements and sentence structures S V S V P S V O Display of students’ five-sentence stories S V O O SV O OC |
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