英語人教版高中必修三（2019新編）第三單元教案

普通高中英語（2019版）必修第三冊Unit3DiverseCultures教學設計Period1Listeningandspeaking聽力部分分為兩個部分：Listeningandspeaking和Listeningandtalking。Listeningandspeaking板塊的活動主題是“討論幾種美國食品的起源”(TalkabouttheoriginsofAmericanfood)。美國的多元文化反映在社會生活的各個領域,飲食就是很重要的一個方面。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,它們都是在美國本土發(fā)明的,但都帶有其他民族的飲食風味和特點。在文化交流過程中,不同民族的文化接觸后會產(chǎn)生碰撞,同時也會根據(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)代美國文化就是多種文化融合的結果,而這里介紹的幾種美國食品正是文化融合現(xiàn)象的具體表現(xiàn)。聽力對話的最后一句道出了美國飲食的特點: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板塊的活動主題是“談論中國的少數(shù)民族文化”(TalkaboutethnicminorityculturesinChina)。此部分從談論美國的多元文化過渡到談論中國文化的多樣性。少數(shù)民族文化是中國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志,了解中國文化的多樣性有助于培養(yǎng)文化自信,弘揚和傳承中國文化。了解中國異彩紛呈的少數(shù)民族文化也有助于學生形成尊重、包容的心態(tài),為維護和諧社會作出貢獻。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)容學習，學生能否清晰地向同伴介紹一種中國民族食品的特點和烹飪方法；通過本節(jié)內(nèi)容學習，學生能否通過聽一段訪談對話來了解美國多元文化在飲食方面的體現(xiàn)，并指導學生在聽力過程中記錄關鍵信息；通過本節(jié)內(nèi)容學習，學生能否掌握聽力理訓練中的聽力策略。

普通高中英語（2019版）必修第三冊Unit3DiverseCultures教學設計Period2Readingandthinking該板塊的活動主題是“了解一個具有多元文化特點的城市”(Learnaboutacitythathasdiversecultures)。閱讀文本是一則旅行日記。在日記中,中國學生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,從最初對舊金山的城市建筑產(chǎn)生興趣到逐漸體會到多元文化對這個城市方方面面的影響。課文中提到的教會區(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世紀淘金熱的中心地區(qū),早期華工移民美國后多居住于此?，F(xiàn)在,舊金山的華人總數(shù)在美國僅次于紐約。舊金山中國城是北美地區(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:

*

Opportunities

to

experience

different

cultures

and

customs。*Personal

growth(culture

awareness,

intercultural

communication,

cooperation)*More

open-minded

society

*Exchange

of

innovative

ideas

Challenges:

*Misunderstanding

across

languages

and

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)容學習，學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)容學習，學生能否結合文本特點了解文章的結構和作者的寫作邏輯；通過本節(jié)內(nèi)容學習，學生能否了解舊金山的城市風貌、文化特色，以及加利福尼亞州的歷史，體會多元文化對美國的影響。

普通高中英語（2019版）必修第三冊Unit3DiverseCultures教學設計Period3DiscoveringUsefulStructures該板塊的活動主題是“理解英語中省略的用法”(UnderstandtheuseoftheellipsisinEnglish)。與漢語一樣,英語中的省略也較為常見。省略是一種避免重復、突出新信息并使上下文緊密連接的語法手段。一般來說,只要不損害結構或引起歧義,能省略的地方就可以省略。省略可使語言更加簡潔,意思更加明確,句子結構更加緊湊。本部分通過不同層次的語言學習活動,幫助學生體會使用省略的效果。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、基礎點撥為了避免重復或為了使句子更簡練，在一些句子中常常省去某一個或某幾個成分，這種語法現(xiàn)象在英語中叫作省略。在英語句子中，常見的省略情況有以下幾種：(一)簡單句中的省略1．省略主語和謂語。—Hello！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的幾個固定詞組，如spendtime(in)doingsth.，haveahardtime(in)doingsth.，wastetime(in)doingsth.等。Heseldomspendshissparetime(in)studying.他空余時間很少學習。(二)并列句中的省略1．省略共同的主語或賓語。Tompickedupthebookfromthefloorand(Tom)handedittohisbrother.湯姆從地板上撿起書并把它遞給了他的哥哥。2．若主語與謂語動詞相同，則省略后面的主語和謂語。Hisperformancemadeusamused，but(hisperformancemade)himselftired.他的表演讓我們高興，但是使他自己很累。3．若主語不同而謂語的助動詞、情態(tài)動詞相同，則省略后面的助動詞或情態(tài)動詞。Xiaomingmusthavebeenplayingfootballatthattime，andhissister(musthavebeen)playingthepiano.那時小明一定在踢足球，而他妹妹一定在彈鋼琴。(三)復合句中的省略1．狀語從句的省略。(1)在when，while，whenever，till，assoonas，if，unless，asif，though等引導的狀語從句中，若謂語含有be，而從句的主語與主句的主語相同或是it時，則從句的主語和be常被省略。Hewillnotattendthepartyunless(heis)invited.除非被邀請，否則他不會參加這個宴會。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詞were，had，should常省略if，將助動詞were，had，should提前構成部分倒裝。WereIyou(＝IfIwereyou)，Iwillacceptthechancetoworkinthatcompany.如果我是你，我會接受在那個公司工作的機會。2．賓語從句中的省略。(1)由特殊疑問詞which，when，where及why引導的賓語從句，若從句中所表達的內(nèi)容與主句內(nèi)容重復，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引導的賓語從句作動詞的賓語時，可省略引導詞that；若兩個或兩個以上的that引導的賓語從句作動詞的賓語，只能省略第一個引導詞that。Joesaid(that)hewouldcomeandthathewouldarriveat5：00p．m.喬說過他要來，下午5點會到。(3)在與suggest，request，order，advise等詞有關的名詞性從句中，從句謂語動詞應用虛擬語氣形式，即“should＋動詞原形”，should可以省略。Isuggestedthatwe(should)holdameetingtonight.我提議我們今晚開個會。(4)在I'mafraid，Ithink，Ibelieve，Ihope，Iguess等作答句時，其后常跟省略形式。so表示贊同前述的事實，not表示不贊同前述的事實?！猈ewillhavetoworkextrahourstofinishthework.“我們將不得不加班來完成這份工作?！薄狪'mafraidso(＝wewillhavetoworkextrahourstofinishthework)．“恐怕是這樣?！?．定語從句的省略。(1)在限制性定語從句中，作賓語用的關系代詞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，且定語從句中缺少方式狀語，此時引導從句的關系詞可省略。Wedon'tliketheway(inwhich/that)hetreatshismother.我們不喜歡他對待媽媽的方式。(3)在以thesame...as...與suchas引導的某些定語從句中，也可省略與主句相同的部分。Thepriceisthesameas(thepricewas)beforethewar.價格與戰(zhàn)前相同。(4)定語從句中的“關系代詞＋助動詞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,askstudentstosummarizetheomittedsi