中小学教育资源及组卷应用平台
上外版2020年高中英语必修一
Unit
2
LANGUAGE
AND
CULTURE
Period
3
Grammar
in
Use
教学设计
课题
Basic
Sentence
Patterns
单元
Unit
2
学科
English
年级
Senior
Grade
1
学习目标
Knowledge
objectives:
five
basic
sentence
patterns
in
English;Skill
objectives:
recognizing
the
basic
patterns
of
sentences
however
long
theymight
be;
Emotional
objectives:
love
to
learn
a
language
and
respect
the
culture;4.
Thinking
quality
objectives:
transform
from
a
basic
sentence
pattern
to
a
longer
inclusive
complicated
sentence
and
vice
versa.
重点
practising
recognizing
the
basic
sentence
patterns;
难点
Identifying
the
basic
sentence
patterns
of
text
from
Link
to
CEEPS,
particularly
Question
3
of
Link
to
CEEPS;
教学过程
教学环节
教师活动
学生活动
设计意图
Lead
in
PPT
2-7
presenting
the
basic
components
of
an
English
sentence;giving
definitions
of
each
grammar
unit
byexemplification;
pointing
out
the
possible
logic
mistakes
in
sentence
writing;
1.
identifying
each
components
of
the
sentences;2.
recognizing
the
possible
logic
mistakes
in
the
example
sentence;
2
doing
preparations
for
the
following
lecture
on
basic
sentence
patterns;
讲授新课
PPT
8-9,
Grammar
in
UseIdentifying
the
basic
sentence
patterns1.
Read
the
passage
and
tell
how
many
sentence
patterns
there
are.There
are
basically
three
sentence
patterns
in
the
above
passage.PPT
10-12,
Grammar
HighlightsThere
are
basically
five
sentence
patterns
in
English.In
English,
some
verbs
belongs
to
the
category
of
“V+
Oi
+
Od”.
For
example:
teach
sb.
sth.;
bring
sb.
sth.;
buy
sb.
sth.;PPT
13-14,
Grammar
in
UseII.
Identify
the
sentence
patterns
in
the
paragraph.
An
example
is
given.PPT
15-17,
Grammar
in
UseIII.
Complete
the
story
according
to
the
pictures
and
the
clue
words.
Try
to
use
as
many
different
sentence
patterns
as
possible.A
couple
were
travelling
in
Spain.
One
day
they
went
into
a
small
restaurant
for
lunch.
They
did
not
speak
the
local
language
and
the
waiter
did
not
speak
their
language.
...PPT
16,
A
Possible
VersionThe
couple
stared
at
the
menus
for
some
time
but
failed
to
get
it.
Then
the
waiter
came.
The
couple
ordered
a
glass
of
milk
and
some
bread.
The
waiter
looked
confused.
The
man
though
of
an
idea.
He
drew
a
cow
on
a
paper
to
deliver
the
message
of
milk.
However,
the
waiter
took
it
as
bullfight.
And
he
brought
them
two
tickets
to
a
bullfight
show.
IV.
Identify
the
sentence
patterns
used
in
the
story.PPT
18-20,
Group
WorkSignificance
of
Basic
Sentence
PatternsBoy
1:
Why
do
we
learn
these
sentence
patterns?QM
Girl:
I
guess
we
are
to
follow
these
sentence
patterns
when
we
speak
or
write.Smile:
That’s
right.
And
these
basic
sentence
patterns
are
the
core
(核心)
of
English
grammar
upon
which
more
complex
sentence
structures
are
built.Boy
3:
I
see.
These
basic
sentence
patterns
are
the
stems
(主干).
No
matter
how
longer
a
sentence
is,
it
grows
out
of
the
stem.PPT
19,
Smile:
Let’s
see
an
example.
Boy
3:
Now
we
combine
these
parts
together
and
get
a
long
sentence.PPT
20,Smile:
Great!
Here’s
another
example.Boy
2:
This
sentence
would
be
much
more
longer!PPT
21-22,
Identify
the
sentence
patternSmile:
The
basic
structure
is
“Difficulty
inexplaining
sth.
is
a
reflection
of
sth.”Smile:
So,
cut
off
the
branches
and
we
get
the
stem
left
like
this:
QM
Girl:
Now
the
sentence
looks
much
easier
to
understand.Boy
1:
Yeah.
It
can
be
translated
as
“困难反映出......问题”.PPT
23-31,
Link
to
CEEPS
+
Group
WorkI.
Which
is
true
according
to
the
statement
below.1.
The
prevalence
of
high
myopia
has
nowreached
20%
in
young
adults
in
East
and
Southeast
Asia,
which
foreshadows
major
increase
in
visual
worsening
and
blindness
as
these
young
adults
age.20%
young
men
in
Southeast
Asia
might
be
blind
due
to
high
myopia.
High
myopia
may
leads
to
visual
worsening
and
blindness.
√C.
Young
adults
who
get
high
myopia
mayhave
a
greater
possibility
of
visualworsening
and
blindness
when
they
grow
old.
PPT
24-25,
Group
WorkBoy
1:
Recognizing
the
basic
sentence
structure,
we
can
interpret
the
sentence
in
this
way:PPT
25,
Boy
1:
Sentence
1
delivers
two
messages.
First,
20%
of
young
adults
in
East
and
Southeast
Asia
have
got
high
myopia.QM
Girl:
Second,
when
these
high-myopia
young
men
grow
old,
they
might
suffer
from
visual
worsening
or
blindness.Smile:
Right.
High
myopia
may
lead
to
visual
worsening
and
blindness
when
people
grow
old.Boy
2:
And
the
statement
does
not
convey
the
message
that
20%
young
men
in
Southeast
Asia
may
be
blind
due
to
high
myopia.PPT
26,2.
Australia
has
naturally
low
levels
of
myopia
with
a
lifestyle
that
emphasize
outdoors
activities.
Young
children
report
spending
two
to
three
hours
a
day
outside,
not
counting
time
outdoors
at
school.
However,
there
are
formidable
barriers
to
achieving
this
benchmark
in
locations
where
spending
time
outdoors
is
seen
as
a
distraction
from
study.
A.
In
Australia,
kids
have
two
to
three
hours’
outdoor
activities
a
day.
√B.
In
Australia,
low
level
of
myopia
is
directly
related
to
the
lifestyle
.
C.
In
some
places,
no
outdoor
activities
are
allowed
because
they
are
taken
as
distractions
from
study.PPT
27-28,Boy
1:
Recognizing
the
basic
sentence
structures,
we
can
grasp
the
key
information
like
this:PPT
28,Boy
1:
A
seems
right
but
is
wrong
because
in
Australia,
kids
have
more
than
two
to
three
hours
for
outdoor
activities.QM
Girl:
It
is
the
same
with
C.
In
other
places,
young
kids
have
outdoor
time
but
not
as
much
as
that
of
kids
in
Australia.Smile:
We
choose
B.
“Australia
has
naturally
low
levels
of
myopia
with
a
lifestyle
that
emphasize
outdoors
activities.”
Boy2：Sentence
patterns
do
help
us
grasp
the
main
idea
of
a
long
sentence.PPT
29,3.
A
comprehensive
study
of
4,500
children
conducted
by
the
National
Institutes
of
Health
in
2018
shows
that
children
who
spent
more
than
seven
hours
a
day
staring
at
screens
showed
evidence
of
premature
thinning
of
their
brain’s
cortex
－
the
outer
layer
that
processes
sensory
information.Study
shows
that
children
spend
more
than7
hours
a
day
doing
screen
reading.
Evidence
shows
that
the
outer
layer
of
thebrain
would
get
more
mature
when
children
spend
more
than
7
hours
a
day
doing
screen
reading.Study
shows
that
the
cortex
of
the
brainwould
get
thinner
prematurely
when
kids
spend
more
than
7
hours
a
day
doing
screen
reading.
√
CPPT
30,
Boy
1:
This
is
rather
a
long
sentence
of
nearly
50
words.
Still,
we
can
make
it
easier
by
identifying
the
basic
pattern.
Boy
2:
The
Chinese
translation
is
like
this:
研究表明，这些孩子的大脑皮层显示出早衰变薄现象......PPT
31,Boy
1:
By
cutting
off
the
branches,
a
nearly-50-word
sentence
becomes
a
sentence
with
about
15
words.QM
Girl:
“A
...
study
...
shows
that
children
...
showed
evidence
of
premature
thinning
of
their
brain’s
cortex
...
“Smile:
The
most
important
part
is
“evidence
of
premature
thinning
of
their
brain’s
cortex”,
meaning
the
brain’s
cortex
is
getting
thinner
prematurelyBoy
2:
So
we
choose
C.
PPT
32,
What
have
we
learnt
today?PPT
33,
Homework:
Identify
the
sentence
patterns
in
the
following
statement.
Grammar
in
UseGrammar
HighlightGroup
workLink
to
CEEPSAll
these
activities
can
be
carried
out
individually,
in
pairs
or
in
groups.Students
may
find
the
task
easy.
But
with
the
verb
“find”,
it
is
a
bit
hard
to
decide
the
sentence
pattern.
Discussion
is
welcomed
here.Students
may
take
notes
of
these
basic
patterns.
Students
may
practise
identifying
sentence
patternsStudents
may
doing
picture
writing,
using
these
basic
patterns
in
their
text.Here,
students
may
present
their
own
stories.Students
may
identify
the
sentence
patterns
applied
in
the
reference
story.Students
may
have
a
discussion
on
the
functions
of
sentence
patterns.Students
may
learn
about
how
to
enlarge
a
basic
sentence
pattern
into
a
longer
and
inclusive
sentence.Students
may
see
how
a
longer
and
inclusive
sentence
is
cut
off
into
a
basic
sentence
pattern.Students
may
find
Q
1
here
a
bit
hard
due
to
the
meaning
of
the
word
“age”.Students
may
join
the
Group
Work
and
present
their
own
opinions.Students
may
find
in
Q
2
that
close
reading
in
the
listed
choices
help
them
a
lot
in
decision
making.Students
may
find
Q
3
the
most
difficult
of
Period
3.Discussions
are
welcomed
here
before
they
make
any
decisions.Students
may
join
the
Group
Work
here
and
present
their
own
opinions.In
summary
of
“What
have
we
learn
today”,
students
shall
think
over
what
have
been
listed,
and
take
some
notes
if
necessary.
In
task
1
of
Grammar
in
Use,
the
verb
“find”
is
complicated
in
its
patterns:
find
sth.
+
in
someplace
(adverbial);find
sth.
+
complement;Grammar
Highlights
is
designed
to
emphasize
the
importance
of
the
grammar
points.Task
II
of
Grammar
in
Use
is
designed
to
train
students
to
quickly
identify
the
sentence
patterns.Task
III
of
Grammar
in
Use
is
designed
to
practise
students’
writing.In
English
writing,
varieties
of
sentence
patterns
are
welcomed.Sentence
pattern
recognition
is
again
required
here
with
the
purpose
of
sharpening
students’
skills
in
sentence
writing.The
question
of
the
significance
of
basic
sentence
patterns
is
raised
here
for
discussion
first.The
mind
maps
here
illustrate
how
a
longer
sentence
grow
out
of
a
basic
sentence
pattern.The
expansion
and
shortening
of
an
English
sentence
is
closely
connected
with
the
five
basic
sentence
patterns.
The
related
exercises
will
quickly
promote
students’
sentence
writing
skills.Sentences
of
Link
to
CEEPS
are
carefully
chosen
with
the
purpose
of
practising
students’
sentence
pattern
recognition
skills.
Group
Work
here
functions
as
both
a
teacher
and
a
questioner
in
problem
solving.The
listed
choices
of
Q
2
here
are
carefully
designed
to
be
connected
as
well
as
somewhat
deviated
from
the
original
text.
It’s
a
real
test
to
students’
patience
and
basic
reading
skills.Q
3
of
Link
to
CEEPS
is
particularly
designed
here
to
test
students’
sentence
pattern
recognition
skills.
Summary
here
serves
both
as
a
review
of
period
3
and
a
pause
for
students
to
do
a
check-up.
课堂小结
introducing
the
basic
components
of
an
English
sentence;
identifying
these
basic
grammar
units
of
an
English
sentence;3.
introducing
the
basic
English
sentence
patterns;
4.
identifying
these
basic
sentence
patterns
in
text;5.
using
these
basic
sentence
patterns
to
write
a
story;6.
using
these
basic
sentence
patterns
to
analyze
text
from
Link
to
CEEPS;
1.
recognizing
subject,
verb,
object,
complement
and
adverbial
in
a
sentence;2.
learning
about
the
5
basic
sentence
patterns
in
English;
3.
identifying
the
sentence
patterns
applied
in
a
text;4.
identify
patterns
used
in
the
reference
story;5.
completing
tasks
of
Link
to
CEEPS
using
sentence
patterns
as
tools;
1.
introducing
the
basic
components
of
an
English
sentence;2.
introducing
the
basic
five
sentence
patterns
in
English;3.
identifying
sentence
patterns
of
a
text;
4.
using
the
pattern
of
“Link
to
CEEPS
+
Group”
to
deal
with
long
hard
sentences
chosen
from
CEERPS
板书
There
are
five
important
components
in
an
English
sentence.Subject
(S)Verb
(V)Objects
(O)Complement
(C)Adverbial
(A
)S+VS+V+CS+V+OS+V+O+CS+V+Oi
+
Od
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上外版
高一年级上
Unit
2
Language
and
Culture
Grammar
in
Use
Period
3
Lead
in
Basic
Components
of
a
Sentence
in
English
There
are
five
important
components
in
an
English
sentence.
Subject
(S
主语)
Verb
(V
谓语动词)
Object
(O
宾语)
Complement
(C
补语)
Adverbial
(A
状语)
Lead
in
Definition
of
Subject
(S)
Subject
(S)
consists
of
nouns
or
pronouns.
occurs
before
a
verb.
1.
Grammar
is
very
important
in
English
writing.
2.
What
education
means
to
a
person
is
to
become
a
better
person.
S
S
Grammatically
correct
but
logically
wrong!
Basic
Components
of
a
Sentence
in
English
S
does
not
fit
in
with
the
rest
part
of
the
sentence.
Lead
in
Definition
of
Verb
(V)
Verb
(V)
(an)auxilary
/
auxilaries
finite
verbs
(限定动词,
形式受主语与句子时态限制)
I
am
a
high
school
starter.
He
helped
me
a
lot
yesterday.
Amy
is
reading
a
book.
“be”
verb
finite
verb
auxilary
verb
+
finite
verb
Basic
Components
of
a
Sentence
in
English
Lead
in
Definition
of
Object
(O)
Object
(O)
consists
of
noun,
noun
phrase
or
noun
clause.
follows
a
transitive
verb.
We
have
direct
O
(Od)
and
indirect
O
(Oi)
I
bought
a
car.
He
gave
kids
books.
“a
car”
as
O
of
“bought”
“kids”
as
Oi,
“books”
as
Od
“give
books
to
kids”,
“to
sb.”
indicates
the
person;
so
“sb.”
is
the
Indirect
Object.
Basic
Components
of
a
Sentence
in
English
Lead
in
Definition
of
Complement
(C补语)
Subject
Complement
(CS)
the
complement
expressing
the
quality
or
identity
or
condition
of
the
subject
the
complement
expressing
the
quality
or
identity
or
condition
of
the
object
She
looks
happy.
“happy”
as
CS
They
called
Tim
a
liar.
“a
liar”
as
CO
Object
Complement
(CO)
Without
C,
the
sentence
is
incomplete
or
the
sentence
meaning
changes.
Basic
Components
of
a
Sentence
in
English
Lead
in
Definition
of
Adverbial
(A
状语)
Adverbial
(A)
an
individual
word
(an
adverb),
a
phrase
(an
adverbial
phrase),
or
a
clause
(an
adverbial
clause)
that
can
modify
a
verb,
an
adjective,
or
a
complete
sentence.
I
left
school
immediately.
“immediately”
as
A
When
the
bell
rang,
I
left.
“when
the
bell
rang”
as
A
I
usually
leave
school
at
4:15
p.m.
“usually”
as
A
Adverbials
are
very
free
in
their
placement,
appearing
in
different
positions
in
the
sentence.
Basic
Components
of
a
Sentence
in
English
The
origin
of
the
English
word
hello
is
the
French
holà.
It
roghtly
means
“whoa
there!”
(ho,
là).
But
the
French
people
do
not
make
holà
a
greeting
word.
The
Italian
word
Ciào
finds
its
origin
in
the
Venetian
phrase
s-ciao
vostro
or
s-ciao
su.
The
literal
translation
is
“I
am
your
slave.”
In
fact,
the
meaning
is
“at
your
service.”
Grammar
in
Use
Basic
Sentence
Patterns
1.
Read
the
passage
and
tell
how
many
sentence
patterns
there
are.
S
V
C
S
V
O
S
V
O
C
S
V
O
S
V
C
S
V
C
Grammar
in
Use
Basic
Sentence
Patterns
1.
Read
the
passage
and
tell
how
many
sentence
patterns
there
are.
2.
It
...
means
“whoa
there!”
(ho,
là).
S
+
V
+
C
1.
The
origin
of
...
hello
is
...
holà.
3.
...
French
people
do
not
make
holà
a
greeting
word.
4.
The
...word
Ciào
finds
its
origin
...
5.
The
literal
translation
is
“I
am
your
slave.”
6.
...
the
meaning
is
“at
your
service.”
S
+
V
+
O
S
+
V
+
O
+
C
S
+
V
+
O
S
+
V
+
C
S
+
V
+
C
Grammar
Highlights
Five
Basic
Patterns
There
are
basically
five
sentence
patterns
in
English.
Subject
+
Linking
Verb
+
Complement
S+V:
the
meaning
of
the
idiom
changes
greatly.
S+V+C:
Subject
+
Verb
(vi.)
S
V
I
was
torn.
S
V
C
Grammar
Highlights
Subject
+
Verb
+
Object
+
Complement
S+V+O:
I
spoke
Spanish
well.
S+V+O+C:
Subject
+
Verb
(vt.)
+
Object
S
V
She
found
the
word
“ahorita”
confusing
.
S
V
C
O
O
Five
Basic
Patterns
Grammar
Highlights
S+V+Oi
+
Od
She
gave
him
a
signal.
Subject
+
Verb
(vt.)
+
Indirect
Object
+
Direct
Object
S
V
Oi
Od
In
English,
some
verbs
belongs
to
the
category
of
“V+
Oi
+
Od”.
For
example:
teach
sb.
sth.;
bring
sb.
sth.;
buy
sb.
sth.;
Five
Basic
Patterns
Today
my
friend
told
me
a
funny
story.
One
day,
an
American
was
meeting
a
Chinese
man.As
the
visitor
saw
the
host’s
wife,
he
said
,
“Your
wife
is
beautiful.”
The
host
smiled
and
said,
“Where?
Where?”
This
surprised
the
American
very
much,
but
still
he
answered,
“Eyes,
hair,
nose.”
Grammar
in
Use
Basic
Sentence
Patterns
II.
Identify
the
sentence
patterns
in
the
paragraph.
An
example
is
given.
S
V
S
V
O
S
V
O
C
S
V
Oi
S
V
S
V
Od
①
②
O
③
④
⑤
⑥
Of
course
the
host
found
the
answer
a
bit
puzzling.
We
know
that
cultural
differences
in
languages
caused
the
confusion.
“Where?
Where?”
in
Chinese
is
a
kind
of
humble
expression,
but
the
American
understood
it
as
“Which
parts
of
the
body?”
Grammar
in
Use
Basic
Sentence
Patterns
II.
Identify
the
sentence
patterns
in
the
paragraph.
An
example
is
given.
S
V
S
V
O
C
S
V
⑦
C
O
⑧
⑨
Grammar
in
Use
Basic
Sentence
Patterns
III.
Complete
the
story
according
to
the
pictures
and
the
clue
words.
Try
to
use
as
many
different
sentence
patterns
as
possible.
A
couple
were
travelling
in
Spain.
One
day
they
went
into
a
small
restaurant
for
lunch.
They
did
not
speak
the
local
language
and
the
waiter
did
not
speak
their
language.
...
Grammar
in
Use
Basic
Sentence
Patterns
III.
Complete
the
story
according
to
the
pictures
and
the
clue
words.
Try
to
use
as
many
different
sentence
patterns
as
possible.
The
couple
stared
at
the
menus
for
some
time
but
failed
to
get
it.
Then
the
waiter
came.
The
couple
ordered
a
glass
of
milk
and
some
bread.
The
waiter
looked
confused.
The
man
though
of
an
idea.
He
drew
a
cow
on
a
paper
to
deliver
the
message
of
milk.
However,
the
waiter
took
it
as
bullfight.
And
he
brought
them
two
tickets
to
a
bullfight
show.
Grammar
in
Use
Basic
Sentence
Patterns
IV.
Identify
the
sentence
patterns
used
in
the
story.
1.
S+V+O:
The
couple
stared
at
the
menus
...
2.
S+V:
The
waiter
came.
3.
S+V+C:
The
waiter
looked
confused.
4.
S+V+C:
The
waiter
looked
confused.
5.
S+V+Oi
+Od:
He
brought
them
two
tickets
to....
Group
Work
Why
do
we
learn
these
sentence
patterns?
The
Significance
of
Sentence
Patterns
That’s
right.
And
these
basic
sentence
patterns
are
the
core
(核心)
of
English
grammar
upon
which
more
complex
sentence
structures
are
built.
I
guess
we
are
to
follow
these
sentence
patterns
when
we
speak
or
write.
I
see.
These
basic
sentence
patterns
are
the
stems
(主干).
No
matter
how
longer
a
sentence
is,
it
grows
out
of
the
stem.
Group
Work
Let’s
see
an
example.
The
Significance
of
Sentence
Patterns
Now
we
combine
these
parts
together
and
get
a
long
sentence.
The
waiter
looked
confused
who
was
standing
besides
very
much
after
I
drew
a
picture
of
a
cow.
The
waiter
looked
confused.
very
much
who
was
standing
besides
after
I
drew
a
picture
of
a
cow.
Group
Work
Great!
Here’s
another
example.
The
Significance
of
Sentence
Patterns
This
sentence
would
be
much
more
longer!
The
waiter
gave
the
couple
two
tickets
of
a
bullfight
show
.
The
waiter
gave
the
couple
two
tickets
of
a
bullfight
show.
who
mistook
the
cow
as
a
bull
waiting
for
milk
and
bread
that
was
on
right
now.
waiting
for
milk
and
bread
that
was
on
right
now.
who
mistook
the
cow
as
a
bull
Group
Work
Identify
the
sentence
pattern.
The
basic
structure
is
“Difficulty
in
explaining
sth.
is
a
reflection
of
sth.”
1.
Difficulty
in
explaining
what
I
have
come
to
call
“Ahorita
Time”
is
a
reflection
of
different
cultural
understandings
of
time.
S
V
C
object
clause
宾语从句
Difficulty
...
is
a
reflection
of
...
Group
Work
Identify
the
sentence
pattern.
So,
cut
off
the
branches
and
we
get
the
stem
left
like
this:
S
V
C
Now
the
sentence
looks
much
easier
to
understand.
Yeah.
It
can
be
translated
as
“困难反映出......问题”.
Link
to
CEEPS
I.
Which
is
true
according
to
the
statement
below.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
1.
The
prevalence
of
high
myopia
has
now
reached
20%
in
young
adults
in
East
and
Southeast
Asia,
which
foreshadows
major
increase
in
visual
worsening
and
blindness
as
these
young
adults
age.
A.
20%
young
men
in
Southeast
Asia
might
be
blind
due
to
high
myopia.
B.
High
myopia
may
leads
to
visual
worsening
and
blindness.
C.
Young
adults
who
get
high
myopia
may
have
greater
possibility
of
visual
worsening
and
blindness
when
they
grow
old.
Group
Work
Recognizing
the
basic
sentence
structure,
we
can
interprete
the
sentence
in
this
way:
...
high
myopia
has
now
reached
20%...,
and
it
forecasts
an
increase
in
visual
worsening
and
blindness
when
these
young
adults
age.
Great!
Group
Work
Sentence
1
delivers
two
messages.
First,
20%
of
young
adults
in
East
and
Southeast
Asia
have
got
high
myopia.
Right.
High
myopia
may
lead
to
visual
worsening
and
blindness
when
people
grow
old.
Second,
when
these
high-myopia
young
men
grow
old,
they
might
suffer
from
visual
worsening
or
blindness.
And
the
statement
does
not
convey
the
message
that
20%
young
men
in
Southeast
Asia
may
be
blind
due
to
high
myopia.
Link
to
CEEPS
I.
Which
is
true
according
to
the
statement
below.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
2.
Australia
has
naturally
low
levels
of
myopia
with
a
lifestyle
that
emphasize
outdoors
activities.
Young
children
report
spending
two
to
three
hours
a
day
outside,
not
counting
time
outdoors
at
school.
However,
there
are
formidable
barriers
to
achieving
this
benchmark
in
locations
where
spending
time
outdoors
is
seen
as
a
distraction
from
study.
A.
In
Australia,
kids
have
two
to
three
hours’
outdoor
activities
a
day.
B.
In
Australia,
low
level
of
myopia
is
directly
related
to
the
lifestyle
.
C.
In
some
places,
no
outdoor
activities
are
allowed
because
they
are
taken
as
distractions
from
study.
Group
Work
Recognizing
the
basic
sentence
structures,
we
can
grasp
the
key
information
like
this:
1.
Young
children
in
Australia
spends
more
than
two
to
three
hours
a
day
outside.
2.
In
some
places,
kids
could
not
spend
so
much
time
outdoors
as
kids
in
Australia
because
outdoor
activities
are
considered
as
interference
to
study.
Great!
Group
Work
A
seems
right
but
is
wrong
because
in
Australia,
kids
have
more
than
two
to
three
hours
for
outdoor
activities.
We
choose
B.
“Australia
has
naturally
low
levels
of
myopia
with
a
lifestyle
that
emphasize
outdoors
activities.”
It
is
the
same
with
C.
In
other
places,
young
kids
have
outdoor
time
but
not
as
much
as
that
of
kids
in
Australia.
Sentence
patterns
do
help
us
grasp
the
main
idea
of
a
long
sentence.
Link
to
CEEPS
I.
Which
is
true
according
to
the
statement
below.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2018
3.
A
comprehensive
study
of
4,500
children
conducted
by
the
National
Institutes
of
Health
in
2018
shows
that
children
who
spent
more
than
seven
hours
a
day
staring
at
screens
showed
evidence
of
premature
thinning
of
their
brain’s
cortex
－
the
outer
layer
that
processes
sensory
information.
A.
Study
shows
that
children
spend
more
than
7
hours
a
day
doing
screen
reading.
B.
Evidence
shows
that
the
outer
layer
of
the
brain
would
get
more
mature
when
children
spend
more
than
7
hours
a
day
doing
screen
reading.
C.
Study
shows
that
the
cortex
of
the
brain
would
get
thinner
prematurely
when
kids
spend
more
than
7
hours
a
day
doing
screen
reading.
Group
Work
This
is
rather
a
long
sentence
of
nearly
50
words.
Still,
we
can
make
it
easier
by
identifying
the
basic
pattern.
A
comprehensive
study
...
shows
that
children
...
showed
evidence
of
premature
thinning
of
their
brain’s
cortex
...
Great!
The
Chinese
translation
is
like
this:
研究表明，这些孩子的大脑皮层显示出早衰变薄现象......
Group
Work
By
cutting
off
the
branches,
a
nearly-50-word
sentence
becomes
a
sentence
with
about
15
words.
The
most
important
part
is
“evidence
of
premature
thinning
of
their
brain’s
cortex”,
meaning
the
brain’s
cortex
is
getting
thinner
prematurely
“A
...
study
...
shows
that
children
...
showed
evidence
of
premature
thinning
of
their
brain’s
cortex
...
”
So
we
choose
C.
Summary
What
have
we
learnt
today?
√
The
definitions
of
“subject,
verb,
object
and
complement”
in
a
sentence;
√
Link
to
CEEPS:
analyzing
long
sentences
using
basic
sentenc
patterns;
√
Five
basic
sentence
patterns
in
English;
√
Identifying
the
basic
sentence
patterns
in
a
passage;
√
The
significance
of
learning
these
sentence
patterns;
Homework
Identify
the
sentence
patterns
in
the
following
statement.
While
78%
of
parents
said
they
believed
they
were
good
screen
time
role
models,
the
study
found
a
disconnect
between
their
behaviour
and
their
perception
of
their
behaviour.
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