Welcome Unit–Discovering Useful Structures教案

教學目標

1．通過學習英語句子的基本句法成分和結(jié)構(gòu)，學會分析英語句子結(jié)構(gòu)。

2．識別英語基本句法結(jié)構(gòu)，對長度較長，內(nèi)容較為豐富的英語句子能夠做出正確的理解。

3．為英語句子寫作奠定扎實的語法基礎。

教學重點

識別并分析下面的句子結(jié)構(gòu)：SV; SVO; SP; SV IO DO; SVOC; SVA; SVOA; There be …

教學難點

能區(qū)別以下結(jié)構(gòu)：SP與SVA；SVOC與SVOA；

教學過程

導入新課

Period 1

I Learn the technical terms-1.

1. S (subject) 主語

2. V (verb) 謂語動詞

3. O (object) 賓語

4. P (predicative) 表語

5. A (adverbial) 狀語

6. DO (direct objective) 直接賓語

7. IO (indirect objective) 間接賓語

8. C (objective complement) 賓語補足語

9. There be … there be結(jié)構(gòu)

1．回答問題

2．分組討論什么詞（詞性）可以充當句子的“主語，賓語，表語，直接賓語，間接賓語，賓語補足語和狀語”

學生需要掌握這些句子基本構(gòu)成成分的概念。這是正確理解英語句子內(nèi)容的基本保障。

講授新課

Period 2

II Learn the technical terms-2.

1. What can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and objective complement” in a sentence?

2. What can be used as “adverbial” in a sentence?

3. What can be used as “verb” in a sentence?

Answers to questions 1-3:

1. Nouns, pronouns and appellations can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and Objective Complement”. Besides, adjectives can be used as “Predicative and Objective Complement” in a sentence.

2. Adverbs and prepositional phrases can be used as “Adverbial”.

3. Verbs with actual meaning can be used as “Verb” in a sentence. Auxiliary verbs alone cannot be used as “Verb” in a sentence.

III Learn to recognize the sentence structures.

1. SV structure. For Example:

(1) A bird flies.

S V

(2) A monkey jumps.

S V

(3) A fish swims.

S V

√ In SV structures, verbs are “intransitive verbs”.

2. SVO structure. For Example:

(1) A sheep eats grass.

S V O

(2) They like bananas.

S V O

(3) He wants candy.

S V O

√ In SVO structures, verbs are “transitive verbs”.

3. SP structure. For Example:

(1) This is great.

S P

(2) He looks well.

S P

(3) She became a teacher.

S P

√ In SP structures, Predicatives are formed by “l(fā)ink verbs” and “adjectives or nouns”.

√ link verbs: be, become, grow, look, feel, taste, etc.

4. SV IO DO structure. For Example:

(1) He asked me a question.

S V IO DO

(2) Danny wrote me a letter.

S V IO DO

(3) Billy brought Sam a kite.

S V IO DO

√ In SV IO DO structures, the verbs are transitive and are followed by two objectives – pronouns or nouns as Indirect Objective, and nouns as Direct Objectives.

√ verb pattern: tell sb. sth.

5. SVOC structure. For Example:

(1) The war made him a hero.

S V O C

(2) They found the snake dead.

S V O C

(3) We call him Mr. Wood.

S V O C

√ In SVOC structures, the verb is transitive and is followed by an objectives and a complement. The complement here is used to show the situation of the object.

√ In SVOC structures, Objective complements can be nouns, adjectives, –ing phrases or –ed phrases.

6. SVA structure. For Example:

(1) It rained heavily.

S V A

(2) He coughed badly.

S V A

(3) The rabbit ran fast.

S V A

√ In SVA structures, the verb is intransitive and is followed by an adverbial.

7. SVOA structure. For Example:

(1) A sheep eats grass over there.

S V O A

(2) Mum makes lunch in the kitchen.

S V O A

(3) They liked the film very much.

S V O A

√ SVOA structure is formed by SVO structure plus an adverbial at the end.

8. There be structure. For Example:

(1) There is an apple on the table.

V S A

(2) There are 7 days in a week.

V S A

(3) There is milk and bread on the table.

V S A

√ In “There be…” structure, subject and verb “be” is inverted.

√ The number of “be” is decided by the very first subject followed.

IV Questions to think:

1. Look at the picture below and examine the sentence structures. What parts are shared by all of them?

2.In the eight basic structures, what is the more stable element and what is the most unstable element in a sentence?

V Read the sentences and analyse the structures.

1. The 100-year-old school lies in the center of the city.

S V A

2. We must act.

S V

3. The maths homework looks easy.

S P

4. The teacher found the classroom empty.

S V O C

5. My mum bought me a new dictionary.

S V IO DO

6. Tom is looking forward to meeting the new exchange studnent.

S V O

7. There is an English corner at our school.

V S A

8. We had chemistry in the newly built lab.

S V O A

VI Read the passage and analyse the structures of the underlined sentences.

1. That dream has come true!

S P

2. Tim and his classmates are living on a ship.

S V A

3. They also learn about ships and the sea.

S V O

4. Tim writes his parents every week and tells

S V O A V

them what happened on the ship.

IO DO

5. There’s always something exciting to do.

V S

6. Studying and doing homework seem much more fun.

S P

VII Answers to “IV Questions to think”

1. Each sentence shall have an “S” and a “V”.

2. “S” is relatively stable, compared to “V” - the most unstable part in English sentence.

1．學生逐個舉例子分析，窮盡可以充當“S,V，O, P, A, DO, IO, C”等句子成分的詞性。

2．列表，判斷并總結(jié)可以作“主語，賓語, 表語,直接賓語,間接賓語,賓語補足語”等成分的詞性。

3．學生做練習，分析句子成分。

4．逐個提問學生，請學生通過看圖做出判斷。

5．逐個提問學生回答問題。

6．逐個提問學生回答問題。

1．學生進行“頭腦風暴”，通過分析，歸納，最后得出結(jié)論,嘗試回答問題1-3。

2．區(qū)別“詞性”與“句子成分”的概念。

3．使學生熟練掌握這8種基本句子結(jié)構(gòu)。

4．培養(yǎng)學生仔細觀察，對比分析的能力。同時，讓學生帶著問題思考后面所做練習的意義。

5．練習識別基本句子結(jié)構(gòu)。

6．培訓學生快速識別句子基本結(jié)構(gòu)的能力。

【課堂小結(jié)】

Period 3

Summary

In this period, we’ve learned about some important concepts of syntax.

1. The definitions of “S (subject), V (verb), O (object), P (predicative), A (adverbial), DO (direct object), IO (Indirect object) and C (object complement)”;

2. The morphologic features corresponding to “ S (subject), V (verb), O (object), P (predicative), A (adverbial), DO (direct object), IO (Indirect object) and C (object complement)”;

3. “V”, as the most unstable part in English sentence, decides all the varieties of the basic sentence structures.

4. The importance of learning verb patterns.

Home work:

1. Recite the meanings of the capitalized initials “S (subject), V (verb), O (object), P (predicative), A (adverbial), DO (direct object), IO (Indirect object) and C (object complement)”.

2. Think about the significance of distinguishing “transitive verbs” from “intransitive verbs”?

學生認真閱讀該小結(jié)，回憶前面做過的練習和分析。

幫助學生梳理本節(jié)課的重要內(nèi)容