Unit3DiverseCulturesDiscoveringUsefulStructures教案-高中英语人教版

教学设计课题Unit3DiverseCulturesDiscoveringUsefulStructures教学目标Knowledge&Skills:Masterrestrictiveandnonrestrictiveattributiveclauseswith"where"and"which";distinguishtheirfunctionsincontext.Process&Methods:Practiceidentifyingandusingtheclausesthroughreadingdiverseculturaltexts;collaboratetocreatesentencesaboutculturalphenomena.CulturalAwareness:Understandculturaldiversityreflectedinthelanguage;respectdifferenceswhilerecognizingmonalities.重难点Key:Correctlyuserestrictive/nonrestrictiveclauseswith"where"and"which"todescribeculturalplaces/items.Difficult:Distinguishingpunctuationusage;choosing"where"vs"which"basedoncontext;avoidingoveruseinplexsentences.教学过程Teacher:Goodmorning,class!Today,wearegoingtoexploreaninterestingandusefulaspectoftheEnglishlanguageellipsis.Asweknow,ourunitisaboutDiverseCultures,andthroughunderstandingellipsis,wecanmunicatemoreeffectivelyandunderstanddifferenttextsbetter.So,let'sgetstarted!Part1:IdentifyingEllipsisPhenomenaTeacher:First,Iwantyoutolookatthefollowingsentencesonthescreen.(Projectthesentences:1.TheyareMexicancornchipscoveredincheese!2.A:Soit’sthefoodofmanydifferentcultures,allinonedish?B:Exactly.3.Arealmixofcultureshere!)Now,workinpairsanddiscussthewordsthathavebeenomittedtoavoidrepetitioninthesesentences.Takeabout3minutes.(Studentsdiscussinpairs)Teacher:Okay,time'sup.Let'sshareourfindings.Whowouldliketostartwiththefirstsentence?Student1:Inthefirstsentence,“Theyare”canbeomittedbefore“Mexicancornchipscoveredincheese”.Teacher:Verygood!That'samonellipsis.Weoftenomitthesubjectandtheverb“be”whenthemeaningisclearfromthecontext.Whataboutthesecondsentence?Student2:Inthesecondsentence,after“B:Exactly.”,“it’sthefoodofmanydifferentcultures,andtheyareallinonedish”canbeomitted.AalreadyknowswhatBisreferringto,soBdoesn'tneedtorepeatthewholething.Teacher:Excellentobservation!Thiskindofellipsishelpstomakeourconversationmoreconcise.Now,thethirdsentence.Student3:Inthethirdsentence,“Thereis”isomittedbefore“arealmixofcultureshere”.Teacher:Right!Omitting“Thereis”isquitemoninsuchexpressions.Weuseellipsistomakeourlanguagemorenaturalandflowing.Bytheway,whydoyouthinkweuseellipsisinEnglish?Student4:Maybetomakeourspeechorwritingshorterandnotsorepetitive?Teacher:That'sexactlyright!Ellipsishelpstoavoidrepetition,makesourlanguagemoreconcise,andthestructuremorepact.Italsomakesthekeypointclearer.Forexample,inthesentence“Arealmixofcultureshere!”,weimmediatelyfocusonthefactthatthereisadiverseculture,withoutbeingdistractedby“Thereis”.Part2:RewritingSentenceswithEllipsisTeacher:Now,let'smoveontothenextpart.Wearegoingtorewritesomesentencesbytakingouttheunnecessaryparts.Thiswillhelpusbetterunderstandhowtouseellipsisindifferentsituations.Lookatthefirstsentenceonyourworksheet:Ifitisnecessary,I’llfinishmyreportonAmericanpoetryassoonasitispossible.Trytorewriteitusingellipsis.Youcanworkindividuallyfor2minutes.(Studentsrewritethesentence)Teacher:Let'sseesomeofyourrewrittensentences.Whowantstoshare?Student5:Ifnecessary,I’llfinishmyreportonAmericanpoetryassoonaspossible.Teacher:Perfect!You'vecorrectlyomitted“itis”inboth“Ifitisnecessary”and“assoonasitispossible”.Thisisaverymonwayofusingellipsisinconditionalandtimerelatedexpressions.Now,let'slookatthesecondsentence:Youcandothisbytakingout“unimportant”lettersinthewords.Trytofindawaytomakeitmoreconciseusingellipsis.Student6:Youcandothisbytakingout“unimportant”letters.Teacher:Great!Sincethecontextclearlyshowsthatwearetalkingaboutlettersinwords,wecanomit“inthewords”.Let'sgotothethirdsentence:Areyougoingtothepartytonight?Andyouknowthatthepersonyouareaskinghastoldyoubeforethattheyarenotinterestedinparties.Howcanyourespondusingellipsis?Student7:Notinterested?Teacher:Exactly!Insteadofsaying“Areyounotinterestedingoingtothepartytonight?”,wecansimplysay“Notinterested?”Thisisaverynaturalandconcisewayofspeakinginsuchasituation.Part3:ContextualApplicationofEllipsisTeacher:Now,wearegoingtolookataconversation.ReadtheconversationbetweenJustinandLinlinonpage30ofyourtextbooks.JustinisgoingtoGuizhouProvinceandisaskingLinlinforremendations.Asyouread,findoutwhichwordshavebeenleftout.I'llgiveyou5minutestoreadandmarktheomittedwords.(Studentsreadtheconversationandmarktheomittedwords)Teacher:Alright,let'sgothroughtheconversationtogether.First,Justinsays“Linlin,I’mgoingtoGuizhouProvincenextmonth.I’visit...excited!Guizhouisaprovincewithalotofculturaldiversity.Placestovisit...well,definitelytheHuangguoshuWaterfallfirst.”Whatwordsareomittedhere?Student8:In“visit...ovisit...well,definitelytheHuangguoshuWaterfallfirst.”,“Whataresome”isomittedbefore“Placestovisit”and“isthe”isomittedbefore“first”.Teacher:Correct!LinlinthenmentionstheChinesenovelJourneytotheWest.Justinsays“Yes,Ihave(heardoftheChinesenovelJourneytotheWest).Why(doyouaskifIhaveheardoftheChinesenovelJourneytotheWest)?”Canyouseetheellipsishere?Student9:Yes,thepartsinthebracketsareomitted.Teacher:Good.Linlincontinues,“Inthebackofthe(Huangguoshu)Waterfallyouwillfindacave,whichisthehomeoftheMonkeyKing(fromJourneytotheWest).”What'somittedthistime?Student10:“Huangguoshu”before“Waterfall”and“fromJourneytotheWest”after“MonkeyKing”areomittedbecauseit'sclearfromthecontext.Teacher:Right.Finally,Linlinsays“AndIstronglyremendtheethnicminorityvillages(onyourtriptoGuizhouProvince).You’llfindChinesecultureismuchmorediversethanyouthought(itwas).”Student11:“onyourtriptoGuizhouProvince”after“ethnicminorityvillages”and“itwas”attheendareomitted.Teacher:Excellentjob,everyone!Byanalyzingthisconversation,wecanseehowellipsisisusedinreallifemunication,especiallywhenpeoplearetalkingaboutsomethingtheyarebothfamiliarwith.Itmakestheconversationmoreefficientandnatural.SummaryandPracticeTeacher:Now,let'ssummarizewhatwe'velearnedtoday.Ellipsisistheomissionofwordsinasentencetoavoidrepetit