高中英语 牛津译林Book3Unit1 Book3 Unit1 第4课时

Book3UnitlNatureinthebalanceGrammarandusage-EllipsisperiodI第1课时教学设计设计人安徽省歙县中学孙福英初步感知与注意省略语言现象，感悟其功能.HowdidJackfeelwhenwatchingthedocumentary.Whatdotheleadingexpertssuggestdoingtosolvetheenvironmentalproblems・Havestudentspayattentiontotheanswersstatetheircompleteversionsandguidethemtorealizesomewordscouldbeleftoutfromthesentences..ItisAboutenvironmentalprotection/someoftheworstenvironmentalproblems..Hefeltworriedwhenhewaswatchingthedocumentary..Somecallfortheapplicationofmoderntechnologyandotherscallforachangeoflifestyle.•Listmoresentencestakenfromthetalkandhavestudentsaddthewordsleftoutfromeachone..NoIdidntwatchthedocumentaryaboutenvironmentalprotectiononTVyesterday.Youcanwatchitonlineifyouwanttowatchit..HaveyouGotanyideas.ItSoundsgreat.・Guidestudentstoconcludewhatellipsisis.Ellipsismeanstheactofleavingoutawordorwordsfromasentencedeliberatelywithoutaffectingitsclearmeaning.Studentscannoticesomewordorwordsareleftoutfromeachsentenceandareabletocompleteit.Studentscannaturallyfigureoutwhatellipsisis.somewordsorphraseswhenmeaningisobvious.Usingellipsisisaneffectivewaytomakesentencesconciseandefficient.设计意图通过让学生角色朗读对话，让学生快速获取关键问题信息，进而引导学生关注答句的省略特征在具体语境下，让学生补全句子，感悟出省略的基本含义通过让学生比较省略句和对应的全句引导学生感悟出省略的功能在具体语篇中观察、判断句子特点，归纳总结省略核心语法规则StepIIIExploreWorkouttherules.Raisethequestion“Inwhatcasesdoweuseellipsis”forstudentsconsideration..Guidestudentstoobserveandanalyzeconnectedsamplesentencesinvolvingellipsisinthecontextofenvironmentalprotectionandhelpthemfigureoutthegeneralrulesofellipsisinthespecificcontexts.Generalrules:•Ellipsisisusedinshortresponsesthesubjectandauxiliaryverbkept.•Ellipsisisusedininfinitivesthepartfollowing“to”oftenleftout.•Ellipsisisusedaftersomeconjunctionslikeifwhenandwhilethesubjectandbeverboftenleftout.•Ellipsisisusedinclauseswiththesamepatternandthesameverbthesamewordsleftout.•Ellipsisisusedatthebeginningofasentenceininformalspeechthesubjectorbothofthesubjectandtheverbleftout.

3.Summarizethegeneralrulesanddisplaythemonthescreenasawhole.summary:thegeneralrulesWesometimesuseellipisistoavoidrepeatingoneormorewordswhenthemeaningiscicar.Wecanuseellipsis:inshortresponses;ininfinitives:aftersomeconjunctionslikeif.whenandwhile;inclauseswiththesamepatternandthesameverb;atthebeginningofasentenceininformalspeech.Undertheteachersguidancestudentscanworkoutthegeneralrulesofellipsisbyobservingandanalyzingthefeaturesofthesamplesentenceswithellipsis.CW/IW10设计意图提出问题“卬/ceases而weSC/而？，引发学生关注和思考，进而在具体关联的语句情境中引导学生探究并自主归纳省略的核心规则从句子和语篇两个层面来内化与运用省略核心规则StepIVApplytherules•HavestudentsapplytherulesonthelevelofsentencesSharetheideasoftheteachersfriendaboutenvironmentalprotectionbutinformstudentsthattherearemistakesinthesentencesandhavethemidentitythemistakesandrewritethesentencesusingellipsis.・Havestudentsapplytherulesonthelevelofatext.HavestudentsreadJacksexperienceoftakingpartinaforestclean-upactivityanduseellipsiswherenecessary.Guidestudentstorecognizethatellipsiscouldcontributetotheconcisenessandcohesionofthecontext.Studentscanapplymostoftherulesofellipsiswellonthelevelofsinglesentencesbuthavealittledifficultyapplyingthemproperlyinatext.CW/IW12设计意图衔接Talk文本，创设环保情境，激励学生从涉及环保的单句和语篇两个层面进行省略核心规则的练习，巩固内化新知，领悟省略在语篇中的意义总结要点，强化印象开展自我评价巩固课堂新知发现并改进不足之处，以评促学StepVSummarizeAssess

1.Guidestudentstorecallandsummarizewhatwedidintodaysclassasfollows.Aexploredwhatellipsiswasanditsfunction.Aexploredandworkedoutitsgeneralrules.Aappliedtherulesinrealcontexts.Asharedsomeniceideasofprotectingtheenvironment.

2.Havestudentsassesshowmuchtheyhaveacquiredintoday9sclassbycompletingtheformbelow.Self-assessmentFromthisperiodIknowellipsisisusedtomakesentencesorcontexts.inshorte.g.-Canyouswim-YesIcanswim.ine.g.Youdonthavetodoitifyoudontwanttodoit.aftersomelikeifwhenandwhilee.g.Youshouldbecarefulwhenyouarecrowingtheroad.inclauseswiththepatternandtheverbe.g.CowsliveonlandandfishliveintheMaier.atthebeginningofasentenceinspeeche.g.HaveyougotitWillyouattempttouseellipsisinrealsituationsYes./No.CouldyoutryusingellipsistowritedownathingyoudotoprotecttheenvironmentStudentscanformanoverviewofthemainpointsintoday9sclass.Studentsseeminterestedintheassessmentformandwillknowwheretheyshouldimproveafteritscompletion.CW/IW7，设计意图引领学生复习总结本节课要点，让学生完成评价量表，评估本节课掌握情况，指导课后复习和第PS:CW=ClassWorkIW=IndividualWorkPW=PairWorkGW=GroupWork单元第4课时GrammarandusageEllipsisPeriodI

1.教材分析ThisisthefourthperiodofUnit1Book3-Natureinthebalance.Inthisperiodstudentswillfirstlearnaboutwhatellipsisbasicallyisanditsfunctionandthensummarizethegeneralrulesofellipsisandfinallyapplytherulesinrealcontexts.Eachstepisdoneinspecificcontextsrelatedtoenvironmentalprotection.WhatThesectionofGrammarandusagemainlyfocusesontheexplorationofthegeneralrulesofellipsisandtheapplicationoftheminspecificcontextsconcerningenvironmentalprotection.Onecontextisatalkaboutadocumentaryonenvironmentalprotection.TheothercontextisapassageaboutJacksexperienceoftakingpartinaforestclean-upactivity.WhyThesectionofGrammarandusageaimstomakestudentsknowaboutellipsisanormallanguagephenomenonincludingitsdefinitionmainfunctionandgeneralrulesandultimatelytheywillbeabletouseellipsisproperlyinnewcontexts.Meanwhilestudentsareexpectedtoraisetheirawarenessofprotectingtheenvironmentbyexploringellipsisinthecontextsconcerningenvironmentalprotection.HowStudentsareguidedtoobserveandanalyzeconnectedsamplesentencesinvolvingellipsisworkoutthegeneralrulesinthespecificcontextsconcerningenvironmentalprotectionandareencouragedtousethemonthelevelsofsentencesandatextrespectively.Bycopingwiththecontextsrelatedtotheenvironmentalprotectionandtakingpartinspecificclassactivitiesstudentsalsoraisetheirawarenessofprotectingtheenvironment.

2.学情分析Whatstudentshaveknown:Thetargetstudentscameacrossmanysentenceswithellipsisinthejuniorhighschoolsotheymaybealittlefamiliarwiththislanguagephenomenonwithoutbeingawareofit.Whatstudentsneedtolearn:Theyneedtobestronglyawareofthislanguagephenomenonandhaveagoodknowledgeofellipsisincludingitsfunctionandgeneralrulesandultimatelybeabletouseellipsisproperlyinnewcontexts.Possibledifficulties:Theymayhavealittletroublefiguringoutsomeoftherulesofellipsisinthegivencontextsandevenmoredifficultyusingthemproperlyinnewcontexts.

3.教学目标Bytheendofthisperiodstudentswillbeableto:learnaboutwhatellipsisisanditsmainfunction.summarizethegeneralrulesofellipsisinthegivencontexts.applytherulesofellipsisinthenewcontexts.strengthenstudents9awarenessofprotectingtheenvironment.

4.教学重点Itsimportantforstudentstoobserveandanalyzeconnectedsamplesentencesinvolvingellipsisandbecomeawareofwhatellipsisisanditsmainfunction.Studentsareguidedtoworkoutthegeneralrulesofellipsisinspecificsentencecontexts.Studentsareexpectedtoapplythoserulesonthelevelsofsentencesandatextrespectively.

5.教学难点Itmaybealittledifficultforstudentstoworkoutsomeofthegeneralrulesofellipsis.Studentshavesomedifficultyapplyingsomeoftherulesofellipsisonthelevelofsinglesentencesandevenmoredifficultyonthelevelofatext.

6.教学过程教学目标教学活动与步骤评价要点1时间与互动模式激发学生兴趣，切入本节课环保语境StepILeadinHavestudentswatchashortMVclipofasongnamedEarthSongsungbyMichaelJacksonandhavestudentsanswerthepreviouslygivenquestionWhatistheMVintendedtodoStudentsbecomeinterestedandcangettheanswereasily.CWIW3，设计意图让学生观看英文歌曲的MV片段，激发学生兴趣，培养环保意识，突出本节课的语境environmentalprotection为后续环节的开展搭建主题情境支架获取与梳理对话文本信息StepIIExplorewhatellipsisisitsfunction•HavestudentsfocusonPartAatalkbetweenJackandHenryaboutadocumentaryonenvironmentalprotectiononP

6.Invitetwoboystoreadthetalkaloudindifferentrolesandthenhavethewholeclassacquiremaininformationviathequestionsbelow.

1.WhatisthedocumentaryaboutStudentscanacquirethedesiredinformationquicklyfromthetalk.PW/IW/CWT•HavestudentscomparethesentenceswithellipsisStudentscanfigureoutCWandtheircompleteversionsandguidethemtofigureoutthefunctionofellipsis.Completesentences:longandwordySentenceswithellipsis:shortconciseandclearEllipsisisusedwhenyoudonotwanttorepeatthefunctionofellipsisbydrawingasharpcontrastbetweenthesentencesinvolvingellipsisandtheircompleteversions.3二课时教学深化环保主题，强化课堂育人功能StepVIConcludeTheteacherconcludes:Intoday9sclasswehaveexploredmuchaboutellipsisinthecontextofenvironmentalprotectionwhenitcomestoenvironmentalprotectionellipsismayaimtoremindpeopletotalklessandactmore!Studentswearabrightsmileandthinkofitasafunandwiseendingtotheclass.Theygetinspiredtoprotecttheenvironment.r设计意图将语法ellipsis与语境environmentalprotection巧妙结合起来结束本堂课，号召大家践行环保，培养学生环保意识（说明结构化呈现本课时核心内容，体现在环保语境中探究语法，又深化了环保语境主题）

7.板书设计definitionapplicationgeneralrules|unctionEllipsisTalkActlessmore!protecttheenvironment

8.作业布置（说明作业

①属于基础性作业，旨在巩固和强化省略的核心规则，约需10分钟完成作也

②属于开放性实践作业，约需20分钟完成，旨在让学生观察、搜集并分享生活中不同地方出现的环保标语，增强环保意识，也为第二课时在真实情境中拟定环保标语做准备）

①FinishConP

58.

（2）CollectslogansaboutenvironmentalprotectionfromsurroundingareasortheInternet.TranslatetheChineseversionintoEnglish.Shareyourworknextclass.

9.教学反思本节课以“环境保护”为情境，引导学生在环保的情境语篇中观察、探究省略这一语法现象，并引导学生自主归纳省略核心语法规则，接着通过单句和语篇两个层面的练习巩固所学、内化新知各环节紧凑有序，循序渐进通过本课时学习，绝大部分学生能充分了解省略这一语言现象，包括省略的释义、功能和核心语法规则，能从句子和语篇两个层面恰当运用省略的核心语法规则，顺利达到了预设的教学目标但对于某些省略规则的运用，仍有少数学生觉得比较困难因此，在语法第二课时还需通过相关练习和指导来加以巩固强化鉴于学生英语水平有些参差不齐，在课堂上可能没有很好地照顾到每个学生的反馈在今后的教学中，我将改进，力求做到更好使我特别高兴的是通过本课时学习，学生对本节课的语境主题一环境保护有了进一步的认识和思考，他们分享了自己的环保想法，受到了激励和启发，最终将会提升他们的环保意识和践行力。