Abstract
<p>Abstract: This paper proposes the “1-2-3 Sentence Method” — a pedagogical framework that decomposes English sentences into three positional slots: “1 Who, 2 Does What, 3 Supplement.” Grounded in the linguistic typological distinction between subject-prominent and topic-prominent languages (Li &amp; Thompson, 1976), information packaging principles (Chafe, 1976), the principle of end-focus (Quirk et al., 1985), and communicative dynamism theory (Firbas, 1992), this framework is the first to integrate these scholarly achievements into a classroom-operable framework tailored for Chinese learners of English. Teaching practice was conducted across four classes of approximately 270 primary school students, with significant improvement observed in students’ accuracy of sentence deconstruction using this framework. The paper demonstrates the academic basis of the framework, reports classroom practice outcomes, and discusses its similarities and differences with existing pedagogical approaches.摘要： 本文提出“123造句法”——将英语句子拆解为“1谁、2干啥、3补充”三个位置的教学框架。该框架基于语言学中“主语突出”与“话题突出”的语言类型区分（Li &amp; Thompson, 1976）、信息包装原则（Chafe, 1976）、尾焦原则（Quirk et al., 1985）及交际动力理论（Firbas, 1992），首次将上述学术成果整合为面向中文学习者的课堂教学操作框架。在4个教学班约270名小学生中进行了教学实践，学生运用该框架进行句子拆解的准确率显著提升。本文论证了该框架的学术依据，报告了课堂实践效果，并讨论了其与现有教学法的异同。Keywords: 1-2-3 Sentence Method; Information Structure; Subject Prominence; End-Focus Principle; English Teaching; Subtraction English关键词： 123造句法；信息结构；主语突出；尾焦原则；英语教学；减法英语</p>