必修一U2L3 Grammar and usage 教案
高一英语《Unit3 Grammar and usage》教学设计
《Unit 3 Grammar and usage》教学设计（2）Ⅰ. Teaching aims:Enable the Ss to grasp the non-restrictive attributive clauses and question tags.Ⅱ. Teaching important points:How to use correctly non-restrictive attributive clauses and question tags.Ⅲ. Teaching difficult points:The function and formation of the non-restrictive attributive clauses and question tags.Ⅳ. Teaching methods:Inductive and deductive methods, task-based learning and cooperative learning Ⅴ. Teaching aids:A computer, a blackboardⅥ. Teaching procedures:Step I Revision and lead in1.Ask the students to recall what they’ve learned about the attributive clauses2.Ask them practice finishing some sentences using attributive clauses3.Conclusion of what has been learnt about the attributive clauses4.make a comparison to introduce the non- restrictive attributive clausesStep II work on the non- restrictive attributive clauses1. Ask the Ss to find out the restrictive and non- restrictive attributive clauses in the text.2. tell the differences between the two kinds of attributive clauses by giving examples and making conclusions3. Ask them to summarize what has been learnt and practice using the non- restrictive attributive clauses4. The important points of attributive clauses1) non- restrict ive attributive clauses led by “as” and “which”高一英语教学设计2) non- restrictive attributive clauses led by “some/ any of which/ whom…”5.practice (correction, multiple choices, comparison)Step III Homework1.Go over the restrictive and non-restrictive attributive clauses.2. Finish the exercises of Part A and B on p48-49 in your textbook3. Finish Part C1 on P96 in your workbook.Step IV work on question tags1.ask questions and lead in2.discuss what question tags are3.discuss the situations in which question tags are used according to examples4.practice finding out the question tags in the text and explain them5.ask questions about the types and formations of question tags6.give examples and conclude the formation of question tags7.tips on how to use the question tags8.practice timeStep V Language pointsExplanation and practice1)consider2)affect/ effect/ effort/ offer3)recognize/ realizeStep Ⅵpractice and consolidation of the grammar pointsStep VII Homework1.Go over the question tags.2. Finish Part A and B on P51 in your textbook as well as Part C2 on P96 in your workbook.3. Preview Task.2。
M1 U3 Grammar and usage教学设计
M1 U3G rammar and usage教学设计(Non-restrictive attributive clauses & Question tags)设计思路:非限制性定语从句：模块一中的第一、第二单元都介绍了限制性定语从句的用法。
在第三单元中，再介绍非限制性定语从句。
对于学生来说掌握前面的语法内容，本单元的学习水到渠成。
笔者首先举例，通过对比找出限制性定语从句和非限制性定语从句的区别，然后重点阐述as, which 引导的定语从句，进而对比分析定语从句中易混淆之处，让学生感受语言，通过思考、分析和归纳，发现语法规律，并在足够的语境支持下反复再现语法现象，从而实现从教材中来，到应用中去。
让学生通过本节课的设计改变以教师为中心、侧重语法知识讲解和传授的传统的教学方法，突出学生为主体，提高学生学习语法的兴趣。
反意疑问句：本部分主要通过让学生对比、分析从而归纳如何完成反义疑问句，并配以练习加以巩固。
教学目标:1. After going over the Restrictive Attributive Clause, the students will be able to learn and master the Non-restrictive Attributive Clause2. After mastering the usage of Non-restrictive Attributive Clauses, the students will be able to finish some exercises about different kinds of Attributive Clauses.3. After learning the forms of the question tags, the students will learn what question tags are and know how to form question tags.教学步骤:（白板操作步骤与板书设计）第一页：目的：介绍本堂课学习目标第二页：目的：讲解限制性定语从句和非限制性定语从句在符号上的区别步骤：（1）先让学生对两道题进行填空并核对答案（who, who），进而对比分析限制性定语从句和非限制性定语从句在符号上的区别。
译林版高中英语必修一U3L3 Grammar and usage 教案
《英语》（必修·第一册）Unit 3 Getting along with othersGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. know the form of the restrictive relative clause with relative pronouns;2. understand the meaning of the restrictive relative clause with relative pronouns;3. learn to use restrictive clauses in different situations.II. Key competence focus1. Learn how to use the restrictive relative clauses with relative pronouns in communication.2. Write a passage using the restrictive relative clauses with relative pronouns.III. Predicted area of difficulty1. How to use whose and the way that.2. How to write a passage using the restrictive relative clauses with relative pronouns.IV. Teaching proceduresStep 1 Free talkT: Hello, everyone. Last period we learned a story about friendship. And I’d like to show you some sentences related to the story.•The forum exchange below includes a post written by Amy, a teenage girl.She had a problem with her best friend Jenny.•She was a popular girl.She was willing to make friends with me.•David also had a friend.David trusted the friend a lot.T: If we read our text books more carefully, we should remember in our books the sentences above are put this way:•The forum exchange below includes a post written by Amy, a teenage girl who had a problem with her best friend Jenny.•She was the popular girl who was willing to make friends with me.•David also had a friend whom he trusted a lot.T: They are restrictive relative clauses with relative pronouns. Read and try to figure out the differences between the two groups.【设计意图：在学生相对熟悉的语境中呈现新的语法知识，让学生感知和注意到定语从句这个新的语法点。
译林版高中英语必修一Unit2 Grammar and usage (I) 教案(雅礼)
That she survived in the accident is a miracle. 主语从句The trouble is that we are short of money. 表语从句I hope that high school will be more exciting. 宾语从句I sat next to a girl whose name is Diana. 定语从句As I grow older, I become more interested in poems. 状语从句PracticePlease fill in the appropriate linking words according to the context.A man was going to the house of a billionaire on a rainy day. As he went along the road, he saw a box of good apples at the side of the road. He said, “I do not want to eat those apples; ①the rich man will give me much food; he will give me very nice food to eat. “Then he took the apples ②__________ threw them away into the dust.He went on and came to a river. ③, the river had become very big due to the heavy rain, ④he could not go over it ⑤get anything from the billionaire.It tells us, “Do not throw good things away; you may be glad to have them at some other time.”Step 5 ExercisesMatch each sentence with the correct type in the table below.simple sentences: 2,3,4,6compound sentences: 5,8,13complex sentences: 1,7,9,11,12Step 6 Go through the Grammar notes from Page 97 to 98Step 7 Practice1.Point out the sentence type.West or east, home is best.(simple)。
译林版高中英语必修一U1L3 Grammar and usage 教案
《英语》（必修·第一册）Unit 1 Back to schoolGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1.identify different elements in a sentence;2.understand five basic sentence structures;3.apply the rules in new situations;4.write a short passage about how to achieve the goal for the new term.II. Key competence focus1. Understand different elements in a sentence and basic sentence structures.2. Apply grammar knowledge to expressing ideas.III. Predicted area of difficulty1. Use five basic sentence structures in new situations.2. Create a passage based on given topics and sentence structures.IV. Teaching proceduresStep 1 Lead-inT asks students to link randomly presented words into a logical and meaningful sentence.Miss Yan to was excited to the opportunity give be given really a speech.→Miss Yan was really excited to be given the opportunity to give a speech.【设计意图：通过连词成句的方式导入，引发学生对句中不同成分的注意和思考，为后续环节中的句子成分和五大基本句式的内容做好铺垫。
2019-2020年牛津译林版高中英语必修1 Unit 3 Grammar and Usage 教案
1.(1)get hurt(get done)强调主语的被动行为
Eg：They got caught in the big rain on their way home.
He got burnt while putting out the fire.
教学重点
Some special forms of question tags.
教学难点
Some special forms of question tags.
教具
Multimedia.
教学过程
Question tags
1.Function: asking for agreement or confirmation
fall into（突然）陷入fall behind落在后面
我爸爸四十多岁就掉头发了。__________________________________
他从自行车上摔下了，伤了腿。__________________________________
5. risk vt冒------的风险n.危险，风险
We have been married for 5 years.
(3)marry sb. to ……嫁女
eg : The parents refused to marry their daughter to such a lazy fellow.
He married off his daughter to a lawyer.
【二次备课】
【作业布置】
【教学后记】
The rise in paices will affect all classes. (阶层)
牛津译林版(2020)选择性必修一U2L3 Grammar and usage 教案
《英语》（选择性必修·第一册）Unit 2 The universal languageGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. identify the use of verb-ing forms as subjects and objects;2. use verb-ing forms as subjects and objects in different situations;3. write a passage using verb-ing forms correctly.II. Key competence focus1. Identify the use of verb-ing forms as subjects and objects.2. Use verb-ing forms as subjects and objects in different situations.III. Predicted area of difficulty1. Use verb-ing forms as subjects and objects in different situations.2. Write a passage using verb-ing forms correctly.IV. Teaching proceduresStep 1 Lead-inT shows Ss some sentences with verb-ing forms as subjects and objects in the previous units and asks them to figure out the functions of these verb-ing forms.T: Hello, everyone. First, I’d like to show you some sentences with verb-ing forms in the previous units. Go through these sentences and figure out the functions of these verb-ing forms.·Sliding into the habit was easy, but it was difficult to quit the habit. (B3 U3)(verb-ing forms as subject)·We’ll come back more frequently and we’re also considering taking them to the city to live with us. (B2 U3)·As the largest rainforest in the world, the Amazon rainforest plays a significant role in maintaining the fine balance of the Earth’s ecosystem. (B3 U1)·I was used to checking the news and my friends’ social media updates every few minutes. (B3 U3)(verb-ing forms as objects) T: In the first sentence, “sliding into the habit” serves as a subject. In the next three sentences, the underlined parts function as objects.【设计意图：学生在之前的课文中，已经接触了一些verb-ing形式用作主语和宾语的句子。
U2L3Grammarandusage教案-江苏省白塔高级中学牛津译林版(2020)高中英语必修一
《英语》（必修·第一册）Unit 2 Let’s talk teensGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. know the characteristics of a simple sentence, a compound sentence and a complex sentence;2. make a distinction between simple sentences and compound/complex sentences;3. ease parent-child tensions and improve their relationship with parents.II. Key competence focus1. Learn about the characteristics of a simple sentence, a compound sentence and a complex sentence.2. Grasp the ways to ease parent-child tensions.III. Predicted area of difficulty1. How to distinguish between simple sentences and compound/complex sentences correctly.2. How to improve parent-child relationship efficiently.IV. Teaching proceduresStep 1 Lead-in1.Appreciation of two sentences about “family”.·Family is the kingdom of father, the world of mother and the paradise of children.·Family should be the palace of love, joy and laughter.2.Raising questions:T: What is a happy family like? In a happy family, parents and the child love each other. In other words, the parent-child relationship is good and harmonious.T: What’s your relationship between you and your parents?S...T: What causes the tension between you and your parents?S...T: You experience physical and mental changes as you become a teenager. These physical changes may result in such family tensions. What’s more, it can be a headache to balance your developing mental needs too. You enter a strange middle ground—no longer a small child but not quite an adult. In general, the physical changes and the developing mental needs will cause family tensions.T: What’s the consequence once you and your parents’ relationship become tense?S...T: Yes. Heated arguments and cold silences are common between teenagers and their parents.T: What’s your suggestions on helping the teenagers solve their problem?S...T: With the development of science and technology, webs designed for the teenagers to improve their well-being have sprung up. Not only can they seek practical advice for themselves but also they can help others in these webs. Besides visiting these webs, the teenagers can talk to their friends to get some advice. Last but not least, communication with parents is of great importance to parent-child relationship.【设计意图】欣赏“家”的美句，引导学生探讨家庭亲子关系，挖掘亲子关系紧张的原因，并鼓励学生分享改善亲子关系的方法。
高中英语选择性必修第一册 Unit2 Grammar and usage 教案
Book 1 Unit 2 The universal languageGrammar and usageVerb-ing forms as subjects and objects一、教学目标By the end of this section, students will be able to:1. identify the use of verb-ing forms as subjects and objects;2. work out the rules of verb-ing forms as subjects and objects;3. distinguish and use the right form of verb-ing to complete tasks such as correcting the mistakes andcompleting the article;4. apply verb-ing forms in new situations.二、教学重难点1. To distinguish and use the right form of verb-ing to complete tasks;2. To apply verb-ing forms in new situations.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 1. The teacher has students read the story of Part Aon Page 20, and fill in the following table.When·in China’s (1)________________Who · Boya, (2)___________________ ·Zhong Ziqi, Boya’s audience and friend.What ·Boya played the qin very well,结合本单元“音乐”的主题，引入中国传统音乐，在主题语境的引领下，深入了解动词-ing形式的语法知识。
牛津译林版英语必修一Unit2Grammarandusage1教案
牛津高中英语教学设计单元：Unit 2 Growing pains板块：Grammar and usageThoughts on the design:本节课是以读、写为主的语法教学课。
语法教学的方法各有不同，本节课的设计除了语言知识的传输外，还着眼于培养学生对于学习策略的掌握。
本节课按照“呈现—思考—归纳—巩固”的模式，在语言知识的传授过程中，强调让学生独立思考并归纳语言规则，从而掌握独立的学习策略。
此外，本节课在内容的选择上参考了05-08年各地高考题，对教学内容作了适当增补。
Teaching aims:After learning this session, the students will be able to grasp the basic rules for attributive clauses —“prep.+which/whom”used to begin attributive clauses. Besides, the students will be able to learn the studying strategy for language learning.Teaching procedures:Step 1Review what the students have learned in the previous unit —relative pronouns —with a blank-filling exercise.Fill in the blanks with relative pronouns.1. This is the story __________ we wrote for our storytelling contest. (which/that)2. The book __________ I borrowed from the library is very interesting. (which/that)3. He likes the birthday gifts _________ his friends gave him. (which/that)4. The girl _________ you have just seen is very good at English. (who/whom/that)5. I don’t know the name of the teacher _________ I met in the computer room. (who/whom/that) After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: The relative pronouns serve as the objects of the __________. (verbs)[Explanation]第一和第二步是对第一单元中学习的关系代词引导定语从句的复习。
2019-2020年高中英语 1-3模块-3单元 Grammar and usage教案 牛津版必修
2019-2020年高中英语 1-3模块-3单元 Grammar and usage教案牛津版必修3Teaching Aims: Learn the grammar:◆Object plement◆Either… or and neither… nor◆Subject-verb agreementTeaching Points:How to use the object plement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.Teaching Methods:1. Inductive method2. parative method3. municative approachTeaching Aids:1. A multimedia2. A blackboardTeaching Procedures:Step 1 Object plement1). Situation one------ Did you find anything special when you went to the classroom?------ No, I didn’t.------ You found the door open, didn’t you?------ Oh, yes. But I found nobody in the classroom.2). PositionV. + Object + object plementeg: The inspector shot the drug-dealer dead.(= The drug-deal was shot dead by the inspector.)3). Situation two------ What do you think about her performance?------ We consider that her performance is a big success.( We consider her performance a big success. )------ What do people think about dogs?------ People believe that dogs are honest.( People believe dogs to be honest. )4). UsageAn object plement , which gives information about the object, can be a noun,a noun phrase, an adjective, a to-infinitive, a bare infinitive, or aprepositional phrase.5). More examples with an object plement(1) We made him chairman of our Students’ Union.(2) I find the novel interesting and amusing.(3) Please keep the cat out.(4) I am often kept at home all day long on Sunday.6) More practice with an object plementShow the students two pictures and fill in the blanks.------What do you think about Harry Potter?------I find it ________________________. (very interesting / an interesting book)------What happened to the man?------The man was kept _________. (in prison / jail)7). Find out similar examples with an object plement from the reading passage.(1)Unfortunately, all the people were buried alive, and so was the city!(2)Sven found the remains of buildings buried under the sand, together witha lot of treasures.(3)We found the ruins most interesting.Step 2 either… or / neither… nor1). Situation one------ I have got one ticket for Liu Xiang’s 110m hurdle race to be held in Nanjing.Either you or your desk-mate can have it.------ Is it on Saturday or on Sunday?------ It is on next Monday.------ Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.2). Situation two------ Which language can I use to write the speech? ( English / Chinese ) ------ You can write the speech either in English or in Chinese.3). Situation three------ It is neither your fault nor mine. It’s your friend Jack’s fault.------ Whose fault is it? ( yours / mine )4). Situation four------Which one can I take, Sir?------I am afraid, you can take _______________. (neither the gun nor the cigar)5). Situation five------Where can I stay on Saturday afternoon, Sir?------You can stay ______ in the classroom _____ in the dormitory. ( either …or)Step 3 subject-verb agreementGrammar rulesRead the 6 points on Page 10, find out the usages of subject-verb agreement. Step 4 PracticePart A：More examples(1) Either you must improve your work or I shall dismiss you.(2) --- Do you like reading books or watching TV?--- Either will do.(3) Neither John nor Tom knows how to go skiing.(4) I tried two dresses, but neither fit me.Part B: Fill in the blanks using the correct forms:Exercise one: Fill in the blanks with the right form of the given verbs:(1) ______ (have) your classmates finished their homework?(2) My friend and I _____ (want) to play outside after watching TV.(3) Most of the students _____ (prefer) English to Mathematics.(4) ___________ (have) all of the cake been eaten up?(5) Collecting stamps _____ (be) one of his favorite pastimes.(6) _____ (be) your family a big one?(7) All my family _____ (get) up early in the morning.(8) Neither his father nor his mother ______ (play) the piano.(9) The remains of the old castle _____ (be) destroyed in World War Two.(10) Not only Jim but also his Parents _____ (be) going to see you next Sunday. Suggested answers: Have / want / prefer / have(has) / is / Is / get / plays / were / arePart C: Multiple choice:1.About eighty percent of the students in his class______ below sixteen.A. isB. areC. amD. be2. There ______ a map of the worldand some pictures on the wall.A. isB. areC. amD. be3. A large quantity of water pipes______ needed.A. areB. isC. hasD. have4. How and why he ______ e to Princeton,New Jersey ______ a story of struggle,success and sadness.A. had…wasB. had… areC. had… hasD. had… have5. Nobody but Jane and Mary ______ the secret.A. knowB. knowsC. have knownD. is knownSuggested answers: BABABStep 5 summaryAsk students to make sentences with the grammar we have learned in this unit as a revision as well as a summary.Step 6 homeworkFinish off all the exercises on workbook温馨提示：最好仔细阅读后才下载使用，万分感谢！。
必修一U1L3 Grammar and usage 教案配套课件单
Object
Rule 2: A transitive verb is always followed by a(n)
__o_b_j_e_c_t__. Objects are usually __n_o_u_n_s_ or ___p_r_o_n_o_u_n__s_.
S+V+O
Complete the following sentences with proper verbs or objects.
S+V+O
S+V+P
Linking verbs include __b_e____ verbs and verbs like _lo_o_k_,_s_o_u_n_d_,_t_a_s_te_,_s_m_e_l_l,_f_e_e_l______________________ _g_e_t_, _b_e_co_m__e_,_tu__rn_,_s_t_a_y_, _re_m__a_in_,_k_e_e_p_,_e_t_c__________. A word or a group of words that follows a linking verb is _t_h_e_p_r_e_d_i_c_a_ti_v_e_(_P_)_ .
Adverbials
We can add an adverbial to each of the above five sentence structures. We use an adverbial to show when (adverbial of time), where (adverbial of place) or how (adverbial of manner) an action is done.
【教案】新译林版 必修一 Unit 1 Grammar and usage
1.引导学生完成教材第7页的Bl部分，可以通过BI中示例的讲解让学生们熟悉标记句子成分的符号。
2.引导学生完成B2的同时思考下面的问题：
Whydoestheauthorsuggestputtingourgoalswherewecanseethem?
Whatshouldwedoaftersettingagoal?
2.distinguishandchoosetherightsentencestructures;
3.applyappropriatesentencestructuresinnewsituations.
教学
主题
本板块围绕单元话题，以“制订目标”创设情境，鼓励学生在语篇中观察、探究英语句子成分与句子结构的基本特征，自主归纳出其核心语法规则。教学活动首先引导学生关注语篇中不同句式对语言理解、表达的准确性和得体性的影响；再通过对句子结构的正确分析理解语篇的基本意义和深层意义；随后通过单句和语篇两个层面的练习巩固所学，内化新知；最后使用正确的句子结构描述自己的新学期目标。
FinishtheWorkbook(partCandpartDonpage58).ห้องสมุดไป่ตู้
【教案】新牛津译林版必修一
课题
UNIT1BacktoSchool
Period3Grammarandusage
学科
英语
班级
授课教师
教学目标
Bytheendofthissection,studentswillbeableto:
1.categorizethesentenceelementsandsummarizethegeneralrules;
教学重点
复习初中阶段所学过的英语句子成分及八种基本的句子结构，在语境中观察、实践其具体的功能和用法。
译林版高中英语选必一Unit3 Grammar and usage (I) 教案(雅礼版)
Unit 3 The art of paintingGrammar and usage (I)Verb-ing and verb-ed forms as predictives◆内容分析：本板块围绕单元话题，首先引导学生在“数字时代如何欣赏艺术品”的语篇中观察、探究动词-ing形式和动词-ed形式在文中的使用，自主归纳动词-ing形式和动词-ed形式在句子中作表语的核心规则；再通过句子、语篇两个层面的巩固练习，让学生内化巩固目标语法的相关知识；最后要求学生运用所学，准确、恰当、得体地使用目标语法规则完成对画作的描述，使语法知识的运用和话题意义相结合，实现“形式-意义-使用”三者的统一。
◆教学目标：By the end of this section, students will be able to:1.identify the use of verb-ing and verb-ed forms as predicatives;2.work out the rules of verb-ing and verb-ed forms used as predicatives;e the right forms of verb-ing and verb-ed to finish related tasks;4.apply verb-ing and verb-ed forms in new situations.◆教学重难点：1.To summarize the general rules;2.To apply the rules correctly and properly.◆教学过程：Step 1 Lead-inIn the digital age, we can “travel” and see great scenery through a smartphone, so why bother going out?Step 2 Exploring the rules1) Read the blog entry on page 34 and answer the following questions.1. Where did the writer go to see the paintings?2. How did the writer appreciate the paintings?3. What was the writer’s attitude towards the act of viewing artworks throughsmartphones?Suggested answers:1. The writer saw the paintings in the National Gallery.2. The writer wondered at the skill of the artist, their use of colour and how they played with light and shade. He/she observed the brushwork the artist used to enhance their works, and enjoyed being able to bathe his/her senses in this palace of human creativity.3. The writer felt shocked and believed it was impossible to truly appreciate the human touch of a great painting through a smartphone.【设计意图：快速引入话题，了解语篇脉络。
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《英语》（必修·第一册）Unit 2 Let’s talk teensGrammar and usage江苏省平潮高级中学曹霞I. Learning objectivesBy the end of the lesson, students will be able to:1. know the characteristics of a simple sentence, a compound sentence and a complex sentence;2. make a distinction between simple sentences and compound/complex sentences;3. ease parent-child tensions and improve their relationship with parents.II. Key competence focus1. Learn about the characteristics of a simple sentence, a compound sentence and a complex sentence.2. Grasp the ways to ease parent-child tensions.III. Predicted area of difficulty1. How to distinguish between simple sentences and compound/complex sentences correctly.2. How to improve parent-child relationship efficiently.IV. Teaching proceduresStep 1 Lead-in1.Appreciation of two sentences about “family”·Family is the kingdom of father, the world of mother and the paradise of children.·Family should be the palace of love, joy and laughter.2.Raising questionsT: What is a happy family like? In a happy family, parents and the child love each other. In other words, the parent-child relationship is good and harmonious.T: What’s your relationship between you and your parents?T: What causes the tension between you and your parents?T: You experience physical and mental changes as you become a teenager. These physical changes may result in such family tensions. What’s more, it can be a headache to balance your developing mental needs too. You enter a strange middle ground—no longer a small child but not quite an adult. In general, the physical changes and the developing mental needs will cause family tensions.T: What’s the consequence once you and your parents’ relationship become tense?T: Yes. Heated arguments and cold silences are common between teenagers and their parents.T: What’s your suggestions on helping the teenagers solve their problem?T: With the development of science and technology, webs designed for the teenagers to improve their well-being have sprung up. Not only can they seek practical advice for themselves but also they can help others in these webs. Besides visiting these webs, the teenagers can talk to theirfriends to get some advice. Last but not least, communication with parents is of great importance to parent-child relationship.【设计意图：欣赏“家”的美句，引导学生探讨家庭亲子关系，挖掘亲子关系紧张的原因，并鼓励学生分享改善亲子关系的方法。
层层递进，引入主题。
】Step 2 Exploring the rules1.Introduction to TeenHealthWebT: To help the teenagers along the journey to adulthood, some people have designed TeenHealthWeb . First, let’s take a look at it. Please go through part A on page 20 quickly.T: After reading it, we find that in this website, the teenagers can look through many articles about teenagers’ physical and mental health to find advice on their problems. In addition, they can visit the “teen health” forum and post their problems.2.Revision of sentence elements and sentence structuresT: It is obvious that the designers of the website make the function of the website clearly stated by using different types of sentences.T: We have learned sentence elements and sentence structures. Now, look at the sentences on the screen, and figure out the sentence elements of the underlined words or phrases.·The teacher gave a speech. It is a subject.·Many students join school club. It is a verb.·We should develop good study habits. It is an object.·Listening to music makes me relaxed. It is a complement.·Maggie plans her study carefully. It is an adverbial.·It’s a lovely day. It is a predicative.I went to a large library yesterday. It is an attributive.T: Having a good command of sentence elements is of great help for us to analyze difficult sentences. After reviewing sentence elements, let’s go over sentence structures. How many are they? What are they？T: There are eight types of sentence structures. S+V (主谓), S+V+P (主系表), S+V+O (主谓宾), S+V+O+O (主谓宾宾), S+V+O+C (主谓宾补), S+V+A (主谓状), S+V+O+A (主谓宾状), There be (存现句)。
3.Matching the sentences with the correct types in the table on page 20T: There are three types of sentences. He left his hometown. This is a simple sentence. He left his hometown and served in the army. This is a compound sentence. He left his hometown where he had lived for two decades. This is a complex sentence.T: Now, time for you to match each sentence with the correct type in the table. Please write down the numbers.T: Simple sentences: 2, 3, 4, 6Compound sentences: 5, 8, 13Complex sentences: 1, 7, 9, 10, 11, 12【设计意图：鼓励学生利用TeenHealthWeb缓解压力、改善家庭关系。