高中英語(yǔ)必修三unit-3-diverse-cultures全單元(共四部分)教學(xué)設(shè)計(jì)教案

普通高中英語(yǔ)（2019版）必修第三冊(cè)Unit3DiverseCulturesPeriod1Listeningandspeaking聽力部分分為兩個(gè)部分：Listeningandspeaking和Listeningandtalking。Listeningandspeaking板塊的活動(dòng)主題是“討論幾種美國(guó)食品的起源”(TalkabouttheoriginsofAmericanfood)。美國(guó)的多元文化反映在社會(huì)生活的各個(gè)領(lǐng)域,飲食就是很重要的一個(gè)方面。該板塊介紹了四種食品——漢堡包、墨西哥玉米片、秋葵湯和福餅,它們都是在美國(guó)本土發(fā)明的,但都帶有其他民族的飲食風(fēng)味和特點(diǎn)。在文化交流過程中,不同民族的文化接觸后會(huì)產(chǎn)生碰撞,同時(shí)也會(huì)根據(jù)需要從不同的文化體系中選取文化元素,經(jīng)過整合融為一體,形成一種新的文化體系,這就是文化融合的過程?，F(xiàn)代美國(guó)文化就是多種文化融合的結(jié)果,而這里介紹的幾種美國(guó)食品正是文化融合現(xiàn)象的具體表現(xiàn)。聽力對(duì)話的最后一句道出了美國(guó)飲食的特點(diǎn):將世界上的不同食材混合在一起,創(chuàng)造出一種全新的食品。Listeningandtalking板塊的活動(dòng)主題是“談?wù)撝袊?guó)的少數(shù)民族文化”(TalkaboutethnicminorityculturesinChina)。此部分從談?wù)撁绹?guó)的多元文化過渡到談?wù)撝袊?guó)文化的多樣性。少數(shù)民族文化是中國(guó)文化多樣性的重要體現(xiàn)。該板塊圍繞貴州苗族和侗族的少數(shù)民族文化展開。民族文化是民族身份的重要標(biāo)志,了解中國(guó)文化的多樣性有助于培養(yǎng)文化自信,弘揚(yáng)和傳承中國(guó)文化。了解中國(guó)異彩紛呈的少數(shù)民族文化也有助于學(xué)生形成尊重、包容的心態(tài),為維護(hù)和諧社會(huì)作出貢獻(xiàn)。1.Masterthemethodsandskillsofnote-taking,understandthelogicoflisteningmaterials(includingtheexpressionoftransition,contrast,causeandeffect,coincidence,andexamples),soastodeterminethekeyinformation;2.HelpstudentsunderstandthemanifestationofAmericanmulticulturalismindietbylisteningtoaninterview,andguidestudentstorecordkeyinformationinthelisteningprocess;3.InstructstudentstoclearlyintroducethecharacteristicsandcookingmethodsofaChinesenationalfoodtotheirpartners;4.Mastertheprincipleofdividinglongsentencesintogroups,andbeabletousepauseskillswhenreadinglongsentencesororalexpressions.5.BeabletointroduceChineseminoritycultureandtellChinesestoriesinEnglish.Importance:1.HelpstudentsunderstandthemanifestationofAmericanmulticulturalismindietbylisteningtoaninterview,andguidestudentstorecordkeyinformationinthelisteningprocess;2.InstructthestudentstoclearlyintroducethecharacteristicsandcookingmethodsofaChinesenationalfoodtotheirpartners.3.BeabletointroduceChineseminoritycultureandtellChinesestoriesinEnglish.Difficulties:1.ClearlyintroducethecharacteristicsandcookingmethodsofaChinesenationalfoodtothepartners;2.Mastertheprincipleofdividinglongsentencesintogroups,andbeabletousepauseskillsreasonablywhenreadinglongsentencesororalexpressions.3.BeabletointroduceChineseminoritycultureandtellChinesestoriesinEnglish.1.ReviewthevocabularyaboutfoodandunderstandthecharacteristicsofChinesetraditionalfoodculture;2.Readthissectioninadvance,reviewthevocabularyofAmericanfood,andunderstandthecharacteristicsofAmericanfoodculture.Step1Lead-in1.Theteacherpresentsanewsreporttohelpstudentsunderstandthemeaningofdiverseinthetitle.OverseasStudentsExperienceDiverseCulturesatShandongUniversityShandongUniversityinJinan,EastChina'sShandongProvinceunveileditsI8thInternationalCulturalFestivalatitscentralcampusonApril26,offeringlocalsachancetoexperienceuniqueculturesfrom25countriesaroundtheworld.OverseasstudentsfromRussia,France,Thailand,Afghanistan,Italy,Uganda,andLaosworetraditionalcostumesastheyshowcasedfood,dances,handcrafts,andsouvenirsfromtheirhomecountries.Since2001,theinternationalculturaleventhasevolvedintoanimportantchanneltheuniversitytopromoteitscampusculturefeaturingunderstanding,inclusiveness.foropenness,andprogress.2.Accordingtotheabovecontext,theteacherguidesthestudentstodiscussthemeaningofdiversecultures,andthenasksthemtotrytoexplainthemeaningofunittitle"diversecultures"intheirownlanguage.Studentscanexplainitthisway:Itmeansthecoexistenceofmanydifferenttypesofculturesinaspecificregionorintheworldasawhole.Eachculturehasitsdistinctfeaturesandeachother’sdifferencesarerespected.Step2WatchingandtalkingActivity11.Teachersmakesfulluseofpicturestofindthebreakthroughofunitteaching.Thefollowingquestionscanguidestudentstoobservethedetailsinthepicture,soastounderstandtheculturalinformationanditsconnotationcarriedbythepicture,andestablishaconnectionwiththeunittheme.Whatcanyouseeinthephoto?(buildings,lamppost,lanterns.)Doyoufindtheplacefamiliar?Whataresomewordsonthebuildings?WhyaretherebothChineseandEnglishshopsigns?Wheredoyouthinkthisphotowastaken?Whatdayyouthinksuchaplaceislike?Doyouthinkthisisatypicalplacetoshowculturaldiversity?Why?2.Appreciatefamousquotes.Theteacherasksthefollowingquestionstohelpstudentsunderstandthequotationandrelatetheunittopic:Canyouparaphrasethequoteinyourownwords?Canyougivesomeexamplestodemonstratethediversityofpeopleinworld?Canyouthinkofsomeexamplestoshowdiverseculturesintheworld?3.Askthestudentstoquicklyreviewthelistening,speaking,readingandwritingtaskslistedintheopeningpage.Thenaskthestudentstoclosetheirbooksandanswerthepositivequestions.Whataresometopicsyouwillreadabout/listento?Whataresometopicsyouwilltalk/writeabout?Whichpartdoyouthinkwillinterestyou?Whatdoyouexpecttolearnfromthisunit?Step3ListeningActivity21.Askthestudentstolookatthefourpicturesinactivity1.2.Studentswereaskedtomatchthepicturetothefollowingdescriptionandthentotrytomatchittothenameofthefood.PictureA:smallpiecesofthincrispchipsservedwithbeans,cheese,spices,etc(nachos).PictureB:acrisphollowcookiecontainingapieceofpaperwithashortmessageonit(fortunecookie).PictureC:athickseafoodsoup,aspicystew(gumbo).PictureD:asandwichcontainingcookedmeatandsomeothervegetablesinabreadroll(hamburger).Activity31.Theteacherplaystherecordingforthefirsttimeandasksthestudentstoverifywhetherthematchingfoodnamesinactivity1arecorrect.2.Theteacherplaystherecordingforthesecondtime.Theteacherarrangesthefollowingquestionsinadvancetoguidethestudentstogetthekeyinformationandgraspthegeneralmeaningofthelisteningdialogue.Wheredoesthisconversationtakeplace?Howdoyouknow?Whoarethespeakers?Whatisthetopicoftheconversation?WhatisSteveFox’sopinionaboutAmericanfood?HowmanyexamplesdoesSteveFoxgivetosupporthisopinion?Whatarethey?Activity41.Lookatthefivesentencesinactivity3.Let'slistentothetapeforthethirdtime.Theteacherfirstletsthestudentunderstandtheproblem,thencompletesthelisteningtask,inthiswaythestudentlistenswiththepurpose,ishelpfultodeveloptheselectiveattentionstrategy.2.Askthestudentstobrowsethelisteningtaskofactivity4.First,trytofillintheinformationintheformfrommemory.Next,theteacherplaysthetapeagainandasksthestudentstofillouttherestoftheinformationandremindsthemtousetheshorthandstrategy.Ifstudentscanfilloutmostoftheinformation,teacherscanaskthemtofillinmoreinformationontheformastheylisten.Whenthestudentswerefinished,theywereaskedtousetheinformationinthetabletoorganizethelanguageandverballydescribeeachfood.3.Listentothetapeagainandaskthestudentstocompletethefollowingsentencesinthelisteningtext.He’sheretotalkaboutculturalinfluencesonAmericanfood.Youmeantherewasamixingofcultures?FoodfromoverseaschangedwhenitarrivedintheStates.Andtherearemanymoreexamplesofmixed-culturedishes.Sothey’relikeamixoftheChinese,American,andJapanesecultures.ItwasinventedinNewOrleansover200yearsago,andmixesFrench,African,NativeAmerican,andSpanishcooking.Soit'sthefoodofmanydifferentcultures,allinonedish?Americancookingoftenmixesthingsfromaroundtheworldtomakesomethingcompletelynew.Step4SpeakingActivity51.Teacherscanusecoursewaretoshowpicturesanddefinitionsofpotlucktointroducethisinterestingculturalphenomenontostudents.Suchas:Apotluckdinnerisamealtowhicheachguestbringsadishoffoodpreparedbytheperson,tobesharedamongthegroup.2.Next,theteachercanaskthefollowingquestionstostartthinking:Howdoyouthinkpotluckdinnersshowdiverseculturesintheworld?Whatfoodwouldyoubringtothepartyifyouwereinvited?Whydoyouchoosethisfood?3.Teacherscreateasituationandaskstudentstocreateadialogueinpairs.OnestudentACTSasaguestinvitedtoapotluckpartyandtheothergivesadviceasafriend.Eachgroupisaskedtohaveaconversationabouttheorigin,preparationandcharacteristicsofafoodaccordingtothethreequestionsinactivity5.Studentscanalsoaddculturalinformationaboutthehistoryandlegendsofthefood.Afterthestudentshavefinishedthedrill,theteachermayaskseveralgroupsofstudentstopresenttotheclass.Step5PronunciationActivity61.Understandthespokentext.Readthepassagesilentlyandanswerthefollowingquestions:Whatisthistextabout?Whatdidyoulearnaboutthemfromthetext?2.Markthepausesinthepassage.Thenaskoneofthestudentstoreadtotheclass.Incombinationwiththestudent'sproblemsinpausing,helpstudentsunderstandtheroleofpausing:first,pausingallowsustotakeabreathintime,sothatwewon'tbesotiredintheprocessofspeaking;Secondly,properpausesallowustobettergrasptherhythmofspeakingandexpressourselves.3.Theteacherplaystherecording,guidesthestudentstomakenecessarymodifications,andsummarizesthecommonpositionsofpauses.4.Listentothetapeagainandaskthestudentstofollowthetape.5.Letthestudentsreadthepassageinpairs.Helpeachothertoimprovetheaccuracyandfluencyofreading.Finally,pleasehaveafewstudentspresenttotheclass.Step6ListeningActivity71.Askstudentstofocusonthethreepicturesinactivity1andtrytodescribeeachpicture,including:Photo1:Wheredoyouthinkthesemenarefrom?Whataretheydoing?Whataretheyholdingintheirhands?Whatistheinstrumentlike?Whatarctheirclotheslike?Photo2:Wheredoyouthinkthegirlsarefrom?Whataretheydoing?Whataretheirclotheslike?Whataretheywearingontheirheads?Photo3:Canyoufindinthephotowhichvillageitis?Whattimeisitinthephoto?Whatisthevillagelike?Basedonthedescriptionofthestudents,theteacherskillfullypenetratedthekeywordsinthelisteningdialogue,suchassilver,accessory,minority,musicalinstrument,perform,etc.2.It'sabouttheethnicminorityculturesoftheMiaoandDongpeopleinChina.It'sabouttheethnicminorityculturesoftheMiaoandDongpeopleinChina.3.LetthestudentsfocusontheMiaoandDongethnicgroups,sharetheirunderstandingofthetwoethnicminorities,fullyactivatethestudents'backgroundknowledge,andprepareforthefollowinglisteningactivities.Step7ListeningcomprehensionActivity81.Graspthemainideaofthelistening.Listentothetapeandanswerthefollowingquestions:Whoarethetwospeakersinthelistening?Whatistheirrelationship?Whatisthemainideaofthefirstpartofthelistening?Howaboutthesecondpart?2.Completethepassage.Askthestudentstoquicklyreviewthesummariesofthetwolisteningmaterialsinactivity2.Thenplaytherecordingforthesecondtime.Askthemtocompletethepassageandfillintheblanks.3.Playtherecordingagainandaskthestudentstousethestructurediagramtocombtheinformationstructureinthelistening.(Whilelistening,takenotes.Capturekeyinformationquicklyandaccurately.)Step8TalkingActivity91.Focusonthelisteningtext.Listentothestudentsandlistentothetape.LetthemunderstandtheattitudesofWuYueandJustinintheconversation.HowdoesWuYuefeelaboutChineseminoritycultures?WhatdoesJustinthinkoftheMiaoandDongcultures?Howdoyouknowthat?2.learnfunctionalitemsthatexpressconcerns.Askstudentstofocusontheexpressionslistedinactivity.3.Andtrytoanalyzethemeaningtheyconvey,includingpraise(Super!).Agree(Exactly!)"(You'rekidding.!)Tellmemoreaboutit.Tellmemoreaboutit.Forexample,"YeahSure.""Definitely!""Certainly!""Nokidding!""Nowonder!"andsoon.4.Askthestudentstohaveconversationsinsmallgroups,actingasJsimandhisfriends.JustinshareshistravelsinGuizhouwithfriendsandhisthoughts;Justin'sfriendsshouldgiveappropriatefeedback,expresstheirinterestinrelevantinformation,andaskforinformationwhennecessary.Inordertoenrichthedialogue,teacherscanexpandandsupplementtheintroductionofMiao,dong,LushengandDongDage.Afterthegrouppractice,theteachercanchooseseveralgroupsofstudentstoshow,andlettherestofthestudentslistencarefully,afterlisteningtothebestperformanceofthegroup,andgiveatleasttworeasons.Step9HomeworkIndependentlycompletetheexercisesintheguideplan;.Rememberthenewwordsandlearntheusagesofthem.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否清晰地向同伴介紹一種中國(guó)民族食品的特點(diǎn)和烹飪方法；通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否通過聽一段訪談對(duì)話來了解美國(guó)多元文化在飲食方面的體現(xiàn)，并指導(dǎo)學(xué)生在聽力過程中記錄關(guān)鍵信息；通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否掌握聽力理訓(xùn)練中的聽力策略。Period2Readingandthinking該板塊的活動(dòng)主題是“了解一個(gè)具有多元文化特點(diǎn)的城市”(Learnaboutacitythathasdiversecultures)。閱讀文本是一則旅行日記。在日記中,中國(guó)學(xué)生LiLan記錄了自己的加州之行,并主要介紹了在舊金山一天的行程和所見所聞,從最初對(duì)舊金山的城市建筑產(chǎn)生興趣到逐漸體會(huì)到多元文化對(duì)這個(gè)城市方方面面的影響。課文中提到的教會(huì)區(qū)是舊金山歷史最悠久的街區(qū)之一,該街區(qū)擁有很多餐館和酒吧,生活在這里的主要是來自墨西哥和中美洲的移民。舊金山也是19世紀(jì)淘金熱的中心地區(qū),早期華工移民美國(guó)后多居住于此?，F(xiàn)在,舊金山的華人總數(shù)在美國(guó)僅次于紐約。舊金山中國(guó)城是北美地區(qū)最古老的華人聚居區(qū),也是美洲大陸中國(guó)元素最集中的地區(qū)之一。1.ReadatraveldiarytolearnaboutthecityofSanFrancisco,itsculturalfeatures,andthehistoryofCalifornia,andtoexperiencetheimpactofmulticulturalismontheUnitedStates;2.Byreadingtextsandunderstandingarticles,wecanunderstandmoreabouttherootcausesandsocialbackgroundofmulticulturalism,broadenourinternationalperspective,andimproveourculturalunderstandingandidentificationability;3.Guidethestudentstousethestructurediagramtoclassifyandorganizethetextinformation,soastograspthestructureofthearticleandthewriter'swritinglogic;4.Understandthemeaningofnewwordsaccordingtocontext,andmastertheusageofkeywordsinspecificcontext.Importance:1.GuidestudentstounderstandthemulticulturalcharacteristicsofSanFranciscoanditscauses;2.Guidestudentstousestructurediagramstoclassifyandorganizetextinformation,soastograspthestructureofthearticleandthewritinglogicoftheauthor;3.Mastertheusageofkeywordsinspecificcontexts.Difficulties:1.Guidestudentstousestructurediagramstoclassifyandorganizetextinformation,soastograspthestructureofthearticleandthewritinglogicoftheauthor;2.Mastertheusageofkeywordsinspecificcontexts.1.Readthetextinadvanceandunderstandthemeaningandusageofnewwordsaccordingtothecontext;2.Readthetextinadvancetounderstandthestructureofthearticleandthewriter'swritingideas;3.Completerelevantexercisesintheguideplaninadvancetofurtherunderstandthetext.Step1Pre-readingActivity1(1)UnderstandthegeographicalenvironmentoftheUnitedStatesanditssurroundingareaswiththehelpofmaps.Onthemapofactivity1,markthefollowingplaces:theMississippiRiver,theRockyMountains,thePacificOcean,theAtlanticOcean,Canada,andMexico.(2)FocusonCaliforniaandSanFrancisco.AskstudentstofindCaliforniaandSanFranciscoonthemapandsharesomebackgroundinformation.Answerthequestion"WhatdoyouknowaboutCaliforniaorSanFrancisco?".(3)Focusonthereadingtextofthispart.AChinesegirl,LiLan,hastakenatripthere,andshewroteatraveljournal.Whatdoyouthinkshemightwriteaboutinherjournal?Dependingonthestudents'answerstotheabovequestions,teachercanperusesomeofthewordsinthetext,forexample:ameltingpot,goldrush.Step2Careful-readingActivity2(1)Speedreadingandgraspthegenreofdiscourse.Teacherscanlistseveraltexttypesandaskstudentstodeterminewhichonethetextbelongsto:diary,traveljournal,newsreport,letter,personalprofile,travelguide,etc.(2)Readquicklytofindtheplacenamesmentionedinthepassageandcompleteactivity2.Teacherscanalsodirectlypresentthefollowingplacenamesforstudentstosearchinthetext:SanFrancisco,theRedwoodForest,NapaValley,theGoldenGateBridge,theMissionDistrict,Chinatown,theRichmondDistrict,andletstudentsfindinformationrelatedtotheseplaces.Suchas:*SanFrancisco:Therearealotofoldbuildings,andmanysitontopofthebighills.*theRedwoodForest:thewritercampedtherebeforegoingbacktothecityofSanFrancisco.(3)Readthefulltextcarefully,sortoutthewriter'swritinglogicandgraspthediscoursestructure.(Para1:Today...;Para3:ntheafternoon...;Para4:Thisevening...Para5:Tomorrowevening...)Thesecondparagraphdoesnotgiveaspecifictime,butitcanbeinferredthatthisparagraphdescribeswhattheauthorsawandheardafterhearrivedinSanFranciscointhemorning.Step3While-readingActivity3(1)Thestudentcombedthroughtheauthor'stravels.Askthestudentstoreadthefulltextcarefully,selectthekeyinformationinthetextandpresentitwithastructurediagram.DependingontheirlevelofEnglish,theteachercanaskthestudentstousethestructurediagraminactivity3ortocreatetheirownstructurediagram.BeforecomingtoSFBeforecomingtoSFInthemorningIntheafternoonIntheeveningTomorrowevening(2)Readthetextcarefullyandanswerthequestionsinactivity4.Thefirstthreequestionsinactivity4askstudentstosummarizetherelevantinformationinthetext,andthelastquestionasksstudentstodigintothetopicmeaningofthetext,thatis,toanalyzeandexplaintherelationshipbetweentheexamplesandthetopic.Teacher:FromLiLan'strip,whatdoyouthinkisherimpressionofSanFranciscoorCalifornia?Toguidestudentstounderstandtheauthor'spointofviewandattitude.Astudentmightsaysomethinglikethis:*Shethinksthereisamixofculturesinthecity/state.*Inheropinion,itisaculturallydiversecity/state.*Shebelievesthatpeoplefromdiverseethnicbackgroundshaveaninfluenceonwhatthecitystateislikenow.*Shefindsthatculturaldiversityshowsinmanyaspectsofthecity/state.(3)TheteacherUSESthemindmaptopresenttheexamplesfoundbythestudentsasfollows,andconnectsthemwiththethematicmeaningtohelpthestudentssortoutthelogicalthreadofthearticle.(4)Readthefulltextcarefullyandanalyzetheauthor'semotionalattitude."DidLiLanenjoyhertripinSanFrancisco?Canyoufindsomeevidencetosupportyouridea?",thenaskthestudentstocompletethefollowingtableandanalyzetheauthor'sthoughtsandfeelingsduringthetrip.Step4Post-readingActivity4(1)Opendiscussion.Askstudentstopayattentiontotheproblemsinactivity5anddiscussthetopicofculturaldiversitybasedontheirownexperience.Ifstudentsarenotfamiliarwithotherpartsoftheworldwherediverseculturesexist,theycansharetheirfamiliarethniccultures,talkaboutthediversityofChineseculture,andfurtherreflectonthesignificanceandchallengesofthisphenomenon.Suchas:Benefits:

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cultures*Conflictingvaluesandlifestyles*Unconsciousculturalbiases(2)Consolidatekeyvocabulary.Askthestudentstocompletetheexercisesofactivity6bythemselves.Thenaskthemtochecktheanswerswiththeirpartners.(Thefirstlanguage:Damageofthe1906SanFranciscoearthquakeandfire.Asecondlanguage:Yunnan-oneofthemostdiverseprovincesinChina).Step5Languagepoints1.Theteacherasksthestudentstoreadthetextcarefully,findoutthemorewordsandlonganddifficultsentencesinthetextanddrawlines,understandtheuseofvocabulary,andanalyzethestructureoflonganddifficultsentences.2.Theteacherexplainsandsummarizestheusageofcorevocabularyandasksthestudentstotakenotes.3.Theteacheranalyzesandexplainsthelonganddifficultsentencesthatthestudentsdon'tunderstand,sothatthestudentscanunderstandthembetter.Step6Homework1.Readthetextagain,in-depthunderstandingofthetext;2.Mastertheuseofcorevocabularyandunderstandthelonganddifficultsentences.3.Completerelevantexercisesintheguideplan.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)了解文章的結(jié)構(gòu)和作者的寫作邏輯；通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否了解舊金山的城市風(fēng)貌、文化特色，以及加利福尼亞州的歷史，體會(huì)多元文化對(duì)美國(guó)的影響。通高中英語(yǔ)（2019版）必修第三冊(cè)Unit3DiverseCultures教學(xué)設(shè)計(jì)Period3DiscoveringUsefulStructures該板塊的活動(dòng)主題是“理解英語(yǔ)中省略的用法”(UnderstandtheuseoftheellipsisinEnglish)。與漢語(yǔ)一樣,英語(yǔ)中的省略也較為常見。省略是一種避免重復(fù)、突出新信息并使上下文緊密連接的語(yǔ)法手段。一般來說,只要不損害結(jié)構(gòu)或引起歧義,能省略的地方就可以省略。省略可使語(yǔ)言更加簡(jiǎn)潔,意思更加明確,句子結(jié)構(gòu)更加緊湊。本部分通過不同層次的語(yǔ)言學(xué)習(xí)活動(dòng),幫助學(xué)生體會(huì)使用省略的效果。1.Askstudentstoanalyzetheomittedwordsinthesentencewiththecontext,andunderstandtheroleofellipsis;2.Helpstudentsrecovertheomittedpartsofsentencesaccordingtothecontextorsituation,andrealizetheeffectofomission;3.Instructstudentstosummarizecommonomissionsandunderstandtheroleofomissions.Importance:1.Guidestudentstosummarizecommonomissionsandunderstandtheroleofomissions;2.Helpstudentsrecovertheomittedpartsofsentencesaccordingtothecontextorsituation,andrealizetheeffectofomission;Difficulties:Recovertheomittedpartsofasentenceaccordingtothecontextorsituation1.Reviewellipsisbeforeclassandpointoutitsfunction;2.Mastertheusageofellipsisandperceivethenewellipsisbycombiningwiththerelevantexercisesofguidingcases.Step1Revision1.Presentthefollowingdialoguetothestudentsandguidethemtounderstandtheuseofellipsisbyaskingquestions:Whereisellipsisusedinthedialogue?What'smissing?(1)A:I’mhungryB:Areyou(hungry)?A:Yeah.(I)Didn'thavelunchtoday.B:(Doyou)Wantsomesandwiches?A:Arethereany?B:Yeah.(I’ve)Justmadesome.(2)A:(It)LookslikerainB:Oh,Ihope(itdoes)not(rain).A:Why(doyouhopeitdoesn'train)?B:Wehaveasoccergametoday,(doyou)remember?A:Dowe(haveasoccergametoday)?Where(willitbe)?B:(Itwillbe)InthebiggerplaygroundStep2LearningnewgrammarActivity11.Askstudentstofindthesentencesinactivity1inthisunitanddiscussthefollowingquestionsinpairs:①Whyuseellipsisinsentences?(clearmeaninginthecontext,avoidrepetition,makethestructuremorecompact,makethefocusmoreprominent)②Whatsentenceelementsareomitted?(subject,predicate,object)2.Ssreadthedialogueandfindoutwhereellipsisisusedinthedialogueandwhatismissing.Thenchecktheiranswerswithclass.1)(Theyare)Mexicancornchipscoveredincheese!(Ilovenachos),too.2)…,(andtheyare)allinonedishes?Exactly,(it’sthefoodofmanydifferentcultures,andtheyareallinonedishes.)3)(Thereis)arealmixofcultureshere!4)(I)can’twait(togothere)!Step3PracticeActivity2Askstudentstocompleteactivity2.Howtomakeasentencebyomittingtheunnecessarypartsofthesentenceandcomparingwiththeoriginalsentence.Thechildbecomesconcise.Theteacherguidesthestudentstosummarizethedifferentsituationsofusingellipsisinthesesentencesandpaysattentiontothekeycohesioninthesentences.Thefirstsentenceissimple,thesecond,fifthandsixtharecompound(but,and),andthethirdandfourtharecompound(ifnecessary,assoonaspossible,than).Ifwhen/whenever+possible/necessary"and"assoon/fast/early/easy.+aspossible".(Checktheiranswerswithclass.)Step4SummarizingGuidethestudentstosummarizetheusageofellipsis.一、基礎(chǔ)點(diǎn)撥為了避免重復(fù)或?yàn)榱耸咕渥痈?jiǎn)練，在一些句子中常常省去某一個(gè)或某幾個(gè)成分，這種語(yǔ)法現(xiàn)象在英語(yǔ)中叫作省略。在英語(yǔ)句子中，常見的省略情況有以下幾種：(一)簡(jiǎn)單句中的省略1．省略主語(yǔ)和謂語(yǔ)?！狧ello！IsJackin？“你好！杰克在嗎？”—(Thisis)Jackspeaking.“我就是。”2．Therebe句型的省略。(Isthere)Anythingwrong?發(fā)生了什么事嗎？3．感嘆句根據(jù)上下文的省略。Whata(good)boy(heis)!多好的男孩呀！4．名詞所有格修飾的名詞若表示店鋪、住宅、教堂或上下文已暗示或明確指出過的事物時(shí)可省略名詞。Igotothesupermarketinsteadofthebutcher's(shop)tobuymeat.我去超市而不是去肉鋪買肉。5．介詞的省略?？梢允÷越樵~in的幾個(gè)固定詞組，如spendtime(in)doingsth.，haveahardtime(in)doingsth.，wastetime(in)doingsth.等。Heseldomspendshissparetime(in)studying.他空余時(shí)間很少學(xué)習(xí)。(二)并列句中的省略1．省略共同的主語(yǔ)或賓語(yǔ)。Tompickedupthebookfromthefloorand(Tom)handedittohisbrother.湯姆從地板上撿起書并把它遞給了他的哥哥。2．若主語(yǔ)與謂語(yǔ)動(dòng)詞相同，則省略后面的主語(yǔ)和謂語(yǔ)。Hisperformancemadeusamused，but(hisperformancemade)himselftired.他的表演讓我們高興，但是使他自己很累。3．若主語(yǔ)不同而謂語(yǔ)的助動(dòng)詞、情態(tài)動(dòng)詞相同，則省略后面的助動(dòng)詞或情態(tài)動(dòng)詞。Xiaomingmusthavebeenplayingfootballatthattime，andhissister(musthavebeen)playingthepiano.那時(shí)小明一定在踢足球，而他妹妹一定在彈鋼琴。(三)復(fù)合句中的省略1．狀語(yǔ)從句的省略。(1)在when，while，whenever，till，assoonas，if，unless，asif，though等引導(dǎo)的狀語(yǔ)從句中，若謂語(yǔ)含有be，而從句的主語(yǔ)與主句的主語(yǔ)相同或是it時(shí)，則從句的主語(yǔ)和be常被省略。Hewillnotattendthepartyunless(heis)invited.除非被邀請(qǐng)，否則他不會(huì)參加這個(gè)宴會(huì)。If(itis)convenient，pleasecallmeandhaveachatwithme.如果方便的話，給我打電話聊天。(2)虛擬條件句中若含有助動(dòng)詞were，had，should常省略if，將助動(dòng)詞were，had，should提前構(gòu)成部分倒裝。WereIyou(＝IfIwereyou)，Iwillacceptthechancetoworkinthatcompany.如果我是你，我會(huì)接受在那個(gè)公司工作的機(jī)會(huì)。2．賓語(yǔ)從句中的省略。(1)由特殊疑問詞which，when，where及why引導(dǎo)的賓語(yǔ)從句，若從句中所表達(dá)的內(nèi)容與主句內(nèi)容重復(fù)，可將其省略，僅保留疑問詞。Hewaslateforworkagain，andnooneknewwhy(hewaslateforworkagain)．他又一次上班遲到了，沒人知道為什么。(2)that引導(dǎo)的賓語(yǔ)從句作動(dòng)詞的賓語(yǔ)時(shí)，可省略引導(dǎo)詞that；若兩個(gè)或兩個(gè)以上的that引導(dǎo)的賓語(yǔ)從句作動(dòng)詞的賓語(yǔ)，只能省略第一個(gè)引導(dǎo)詞that。Joesaid(that)hewouldcomeandthathewouldarriveat5：00p．m.喬說過他要來，下午5點(diǎn)會(huì)到。(3)在與suggest，request，order，advise等詞有關(guān)的名詞性從句中，從句謂語(yǔ)動(dòng)詞應(yīng)用虛擬語(yǔ)氣形式，即“should＋動(dòng)詞原形”，should可以省略。Isuggestedthatwe(should)holdameetingtonight.我提議我們今晚開個(gè)會(huì)。(4)在I'mafraid，Ithink，Ibelieve，Ihope，Iguess等作答句時(shí)，其后常跟省略形式。so表示贊同前述的事實(shí)，not表示不贊同前述的事實(shí)?！猈ewillhavetoworkextrahourstofinishthework.“我們將不得不加班來完成這份工作。”—I'mafraidso(＝wewillhavetoworkextrahourstofinishthework)．“恐怕是這樣。”3．定語(yǔ)從句的省略。(1)在限制性定語(yǔ)從句中，作賓語(yǔ)用的關(guān)系代詞whom，which，that可省略。Hehandedthebook(that/which)heboughtyesterdaytome.他把昨天買的那本書遞給了我。(2)way作先行詞，且定語(yǔ)從句中缺少方式狀語(yǔ)，此時(shí)引導(dǎo)從句的關(guān)系詞可省略。Wedon'tliketheway(inwhich/that)hetreatshismother.我們不喜歡他對(duì)待媽媽的方式。(3)在以thesame...as...與suchas引導(dǎo)的某些定語(yǔ)從句中，也可省略與主句相同的部分。Thepriceisthesameas(thepricewas)beforethewar.價(jià)格與戰(zhàn)前相同。(4)定語(yǔ)從句中的“關(guān)系代詞＋助動(dòng)詞be”可以省略。Theticket(that/whichwas)bookedbyhissisterhasbeensenttohim.他妹妹訂的那張票已送到了他那里。Step5PracticeActivity3(1)GuidestudentstocompletethefouractivitiesintheUsingStructurespartofexercisebook,inwhichactivities1and2focusonellipsisindialogueanswers,activity3focusonsignsandheadlines,twotypicalsituationswhereellipsisisused,andactivity4focusonellipsisindiary,aninformalstyle.(2)Combinetheexamplesintheaboveactivities,askstudentstosummarizetheomittedsituationsingroups,andmaketheirownsummaryinto