Distinguish and correct the wrong sentence, change the subject, and reflect on the teaching plan

Answer 1

The following is an example of a reflection on a lesson plan about identifying and modifying a wrong sentence:

** I. Review of Teaching Materials **

In the analysis of a wrong sentence, the subject change was an important knowledge point. Students needed to accurately identify whether the subject in the sentence had been inappropriately replaced during the narration. This required a clear understanding of the sentence structure and meaning.

** 2. Reflection on the teaching process **

1. ** Strengths **
- explanation method
- When introducing the two forms of subject substitution (the subject form and the omitted subject form are regarded as the form of substitution), a large number of examples are used to demonstrate it, which will help students understand the concept intuitively. For example,"The tension between the two sides, driven by national hatred, has not only not eased, but has instead become more and more intense, making it difficult for people to see the dawn of peace for a while." Students could clearly see the change of subject caused by the change of topic (the subject changed from "both sides" to "tense situation").
- When explaining the situation of omitting the subject as a substitute, such as the sentence "The famous coach Qi Wusheng has rich coaching experience. In just five years, he transformed the Yunnan Hongta Team into a strong team and won honor for the southwest football team." By letting the students substitute the possible subject into the sentence to test, they could deepen their grasp of the judgment method of the subject.
- Practice Setting
- In the classroom practice, many types of wrong sentences were set up for students to analyze and modify. Among them, the wrong sentences involving the replacement of the subject had different degrees of complexity, from the replacement of the subject caused by the improper matching of simple words to the replacement of the subject hidden in the more complicated sentence structure, which could gradually improve the students 'ability to analyze.

2. ** Not enough **
- deeply explore
- As for some special cases of subject substitution, such as the nesting relationship between subject substitution and sentence components in long sentences, the explanation was not deep enough. For example, when there were multiple adverbials and attributives in a sentence, students might confuse the definition of the subject, and there was relatively little practice and explanation in the lesson plan for such complicated situations.
- There was no sufficient explanation on the relationship between the subject replacement and other types of sick sentences (such as incomplete components, etc.). Students might find it difficult to distinguish whether the subject was changed or the sentence was not smooth due to other reasons.
- interactive session
- In class, although there was a questioning session, the students 'enthusiasm to take the initiative to ask questions was not fully mobilized. Perhaps it was because the pace of the explanation was fast, the students did not have enough time to think and digest, so it was difficult for them to raise their own questions and give feedback to the teacher.

** 3. Modification measures **

1. deepen the teaching content
- When explaining the subject swapping, increase the analysis ratio of long and difficult sentences, analyze the relationship between the sentence components in detail, and let the students learn to accurately find the subject in the complex sentence structure and determine whether there is a situation of swapping.
- Create a chart or mind map to sort out the differences and connections between the subject replacement and other types of sick sentences (such as incomplete components, improper collocations, etc.) to help students build a more complete knowledge system for the analysis of sick sentences.
2. optimizing teaching methods
- He adjusted the pace of the lecture, slowed down the pace appropriately, increased the time for classroom interaction, and encouraged students to actively ask questions. You can use group discussions to let the students exchange their views on the wrong sentences in the group first, and then discuss and summarize them in class.
- Using multi-media teaching methods, such as making animations or videos to demonstrate the process of the subject changing in the sentence, to make abstract grammar knowledge more vivid and easy for students to understand.

3. strengthen practice and consolidate
- When assigning homework, in addition to the traditional problem analysis and modification questions, some open questions were added. For example, students were allowed to create sentences that contained the wrong subject, and then exchange them for modification. This could improve the students 'ability to flexibly apply knowledge points.
- Regular quizzes on the analysis of sick sentences were conducted, focusing on the students 'mastery of the subject shifting type of sick sentences. According to the test results, teaching strategies were adjusted in a timely manner, and targeted guidance was given to the students' common problems.
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