英语人教版高中必修三（2019新编）第三单元教案

普通高中英语（2019版）必修第三册Unit3DiverseCultures教学设计Period1Listeningandspeaking听力部分分为两个部分：Listeningandspeaking和Listeningandtalking。Listeningandspeaking板块的活动主题是“讨论几种美国食品的起源”(TalkabouttheoriginsofAmericanfood)。美国的多元文化反映在社会生活的各个领域,饮食就是很重要的一个方面。该板块介绍了四种食品——汉堡包、墨西哥玉米片、秋葵汤和福饼,它们都是在美国本土发明的,但都带有其他民族的饮食风味和特点。在文化交流过程中,不同民族的文化接触后会产生碰撞,同时也会根据需要从不同的文化体系中选取文化元素,经过整合融为一体,形成一种新的文化体系,这就是文化融合的过程。现代美国文化就是多种文化融合的结果,而这里介绍的几种美国食品正是文化融合现象的具体表现。听力对话的最后一句道出了美国饮食的特点:将世界上的不同食材混合在一起,创造出一种全新的食品。Listeningandtalking板块的活动主题是“谈论中国的少数民族文化”(TalkaboutethnicminorityculturesinChina)。此部分从谈论美国的多元文化过渡到谈论中国文化的多样性。少数民族文化是中国文化多样性的重要体现。该板块围绕贵州苗族和侗族的少数民族文化展开。民族文化是民族身份的重要标志,了解中国文化的多样性有助于培养文化自信,弘扬和传承中国文化。了解中国异彩纷呈的少数民族文化也有助于学生形成尊重、包容的心态,为维护和谐社会作出贡献。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.通过本节内容学习，学生能否清晰地向同伴介绍一种中国民族食品的特点和烹饪方法；通过本节内容学习，学生能否通过听一段访谈对话来了解美国多元文化在饮食方面的体现，并指导学生在听力过程中记录关键信息；通过本节内容学习，学生能否掌握听力理训练中的听力策略。

普通高中英语（2019版）必修第三册Unit3DiverseCultures教学设计Period2Readingandthinking该板块的活动主题是“了解一个具有多元文化特点的城市”(Learnaboutacitythathasdiversecultures)。阅读文本是一则旅行日记。在日记中,中国学生LiLan记录了自己的加州之行,并主要介绍了在旧金山一天的行程和所见所闻,从最初对旧金山的城市建筑产生兴趣到逐渐体会到多元文化对这个城市方方面面的影响。课文中提到的教会区是旧金山历史最悠久的街区之一,该街区拥有很多餐馆和酒吧,生活在这里的主要是来自墨西哥和中美洲的移民。旧金山也是19世纪淘金热的中心地区,早期华工移民美国后多居住于此。现在,旧金山的华人总数在美国仅次于纽约。旧金山中国城是北美地区最古老的华人聚居区,也是美洲大陆中国元素最集中的地区之一。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.通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；通过本节内容学习，学生能否结合文本特点了解文章的结构和作者的写作逻辑；通过本节内容学习，学生能否了解旧金山的城市风貌、文化特色，以及加利福尼亚州的历史，体会多元文化对美国的影响。

普通高中英语（2019版）必修第三册Unit3DiverseCultures教学设计Period3DiscoveringUsefulStructures该板块的活动主题是“理解英语中省略的用法”(UnderstandtheuseoftheellipsisinEnglish)。与汉语一样,英语中的省略也较为常见。省略是一种避免重复、突出新信息并使上下文紧密连接的语法手段。一般来说,只要不损害结构或引起歧义,能省略的地方就可以省略。省略可使语言更加简洁,意思更加明确,句子结构更加紧凑。本部分通过不同层次的语言学习活动,帮助学生体会使用省略的效果。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、基础点拨为了避免重复或为了使句子更简练，在一些句子中常常省去某一个或某几个成分，这种语法现象在英语中叫作省略。在英语句子中，常见的省略情况有以下几种：(一)简单句中的省略1．省略主语和谓语。—Hello！IsJackin？“你好！杰克在吗？”—(Thisis)Jackspeaking.“我就是。”2．Therebe句型的省略。(Isthere)Anythingwrong?发生了什么事吗？3．感叹句根据上下文的省略。Whata(good)boy(heis)!多好的男孩呀！4．名词所有格修饰的名词若表示店铺、住宅、教堂或上下文已暗示或明确指出过的事物时可省略名词。Igotothesupermarketinsteadofthebutcher's(shop)tobuymeat.我去超市而不是去肉铺买肉。5．介词的省略。可以省略介词in的几个固定词组，如spendtime(in)doingsth.，haveahardtime(in)doingsth.，wastetime(in)doingsth.等。Heseldomspendshissparetime(in)studying.他空余时间很少学习。(二)并列句中的省略1．省略共同的主语或宾语。Tompickedupthebookfromthefloorand(Tom)handedittohisbrother.汤姆从地板上捡起书并把它递给了他的哥哥。2．若主语与谓语动词相同，则省略后面的主语和谓语。Hisperformancemadeusamused，but(hisperformancemade)himselftired.他的表演让我们高兴，但是使他自己很累。3．若主语不同而谓语的助动词、情态动词相同，则省略后面的助动词或情态动词。Xiaomingmusthavebeenplayingfootballatthattime，andhissister(musthavebeen)playingthepiano.那时小明一定在踢足球，而他妹妹一定在弹钢琴。(三)复合句中的省略1．状语从句的省略。(1)在when，while，whenever，till，assoonas，if，unless，asif，though等引导的状语从句中，若谓语含有be，而从句的主语与主句的主语相同或是it时，则从句的主语和be常被省略。Hewillnotattendthepartyunless(heis)invited.除非被邀请，否则他不会参加这个宴会。If(itis)convenient，pleasecallmeandhaveachatwithme.如果方便的话，给我打电话聊天。(2)虚拟条件句中若含有助动词were，had，should常省略if，将助动词were，had，should提前构成部分倒装。WereIyou(＝IfIwereyou)，Iwillacceptthechancetoworkinthatcompany.如果我是你，我会接受在那个公司工作的机会。2．宾语从句中的省略。(1)由特殊疑问词which，when，where及why引导的宾语从句，若从句中所表达的内容与主句内容重复，可将其省略，仅保留疑问词。Hewaslateforworkagain，andnooneknewwhy(hewaslateforworkagain)．他又一次上班迟到了，没人知道为什么。(2)that引导的宾语从句作动词的宾语时，可省略引导词that；若两个或两个以上的that引导的宾语从句作动词的宾语，只能省略第一个引导词that。Joesaid(that)hewouldcomeandthathewouldarriveat5：00p．m.乔说过他要来，下午5点会到。(3)在与suggest，request，order，advise等词有关的名词性从句中，从句谓语动词应用虚拟语气形式，即“should＋动词原形”，should可以省略。Isuggestedthatwe(should)holdameetingtonight.我提议我们今晚开个会。(4)在I'mafraid，Ithink，Ibelieve，Ihope，Iguess等作答句时，其后常跟省略形式。so表示赞同前述的事实，not表示不赞同前述的事实。—Wewillhavetoworkextrahourstofinishthework.“我们将不得不加班来完成这份工作。”—I'mafraidso(＝wewillhavetoworkextrahourstofinishthework)．“恐怕是这样。”3．定语从句的省略。(1)在限制性定语从句中，作宾语用的关系代词whom，which，that可省略。Hehandedthebook(that/which)heboughtyesterdaytome.他把昨天买的那本书递给了我。(2)way作先行词，且定语从句中缺少方式状语，此时引导从句的关系词可省略。Wedon'tliketheway(inwhich/that)hetreatshismother.我们不喜欢他对待妈妈的方式。(3)在以thesame...as...与suchas引导的某些定语从句中，也可省略与主句相同的部分。Thepriceisthesameas(thepricewas)beforethewar.价格与战前相同。(4)定语从句中的“关系代词＋助动词be”可以省略。Theticket(that/whichwas)bookedbyhissisterhasbeensenttohim.他妹妹订的那张票已送到了他那里。Step5PracticeActivity3(1)GuidestudentstocompletethefouractivitiesintheUsingStructurespartofexercisebook,inwhichactivities1and2focusonellipsisindialogueanswers,activity3focusonsignsandheadlines,twotypicalsituationswhereellipsisisused,andactivity4focusonellipsisindiary,aninformalstyle.(2)Combinetheexamplesintheaboveactivities,askstudentstosummarizetheomittedsi