Unit3 Discovering Useful Structures教学设计-高中英语新教材必修第三册大单元整体教学设计 拼图式阅读（视频 课件 教案）.docx

1、备课人陈玲学科高中英语课题必修三 Unit 3 Diverse CulturesSection B Discovering Useful Structures教学内容分析该板块的活动主题是“理解英语中省略的用法”。与汉语一样，英语中的省略也比较常见。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。省略的应用可以使语法更加简洁，意思更加明确。学情分析 对于省略句，学生并不陌生，初中就学过基础的句子，本节课通过观察例句，让学生们观察和理解特殊省略在句子中的应用，体会省略的作用，在学习和观察中巩固省略的用法，体会其表意功能。教学目标知识目标：了解并掌握省略句的语法结构能力目标：能够运用省

2、略句情感目标：培养学生学习语法的兴趣教学重难点教学重点：指导学生回顾、总结常见的省略现象，体会省略的作用。教学难点：教会学生恰当使用省略，提升语言表达的效果。教学流程1. 了解省略的定义和作用2. 在单元语境中理解省略的用法教学过程教学环节教师活动学生活动设计意图Step 1 Lead in一、为学生呈现以下小对话，通过提问引导学生体会省略的用法：对话中哪里使用了省略？省略了什么内容？Mother:Going?Son:Been.Mother:Any?Son:Some.Mother:Big or small?Son:Big.1.Which of the following is true acc

3、ording to the dialogue?A. Son has just picked some big apples.B. Mother picked some big apples and wanted to give some to Son.C. Son didnt pick any apples.D. Son wanted to buy some big apples from Mother.2.通过对话，观察A: I have a good friend.B: Really?A: Yes, I bought a book for her yesterday.B: Really?A

4、: Yes, she was very excited to receive the gift.B: Really?A: yep, it cost me about 20 yuan.B: Really?A: yeah, I spent a month saving the money.B: Really?A: Thats true. You are so speechless.3. Match the questions to the most likely answers. Notice how ellipsis is used in the answers.1.Do you think i

5、ts going to rain this afternoon?2.We were quite surprised after we saw the paintings in the gallery.3.Will you join our trip to South Africa?4.Will the flight to Rome take off on time?5.Would you mind using a diagram to explain these percentages to me?6.Has Lily ever been to the Louvre Museum? 通过配图对

6、话，学生补充完整句子经过思考，得出正确答案。 A.Why so?B.Not at all.C.I hope not.D.Im afraid not.E.Maybe not.F.Id love to./Id be glad to.让学生结合语境分析句子中省略的词语，体会省略的作用，此为语法感知、发现环节。用完整的句子来感知省略句中的省略部分的含义。进一步明确省略的句子的含义 通过几组练习，由小组讨论得出结论，发现语言规律：为了避免重复，省略了句中的一个或几个成分。 Step 2 While-classStep 3practice1.What is ellipsis?Why should we u

7、se Ellipsis?省略在句子中的应用一、 口语中的省略（1）Would you like to visit the West Lake? -Yes, Id like to (2) Are you an engineer? -No, but I want (3) He hasnt finished the task yet. -Well, he ought二、不定式的省略1.并列的不定式可省去后面的 to.2. help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.3.介词but前若有动词do,后面的不定式不带 to. 4.某些使役动词（let, make, have）及感

8、官动词（see, watch, hear, notice, observe, feel, look at, listen to等）后加省 to的不定式, 但在被动语态中须将to复原。 三、从句中的省略1、宾语从句中常省略引导词that2、 在限制性定语从句中，关系代词who/whom/which/that在从句中作宾语时可省略. 3、 在某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分一、1.Dont talk while ( ) eating. 2.He wont come unless ( ) invited. 3.Tom looked about as if ( )

9、 in search of something. 4.Their opinions, whether ( ) right or wrong, should be considered. 5.Answer these questions, if ( ) possible, without referring to the book. 6.When ( ) necessary, I can help you do something.二、选项题1. Whats the matter with Della? Well, her parents wouldnt allow her to go to t

10、he party, but she still _.A. hopes to B. hopes so C. hopes not D. hopes for 2.The climate here is quite pleasant, the temperature rarely, _, reaching 30 in summer.A. if not B. if eve r C. if any D. if so为了避免重复，将句子中的一个或几个成分省 去，这种语法现象叫省略。省略是避免重复、突出新信息并使上下文紧密连接的一种语法手段。visit the West Laketo beto have1.I

11、 told him to sit down and wait for a moment. 2.I will help (to) do it for you.I will help you (to) do it.3.The boy did nothing but play.4.I saw the boy fall off the tree. The boy was seen to fall off the tree.The boss made us work 12 hours a day.We were made to work 12 hours a day.1. I believe (that

12、) he is an honest man.2.Do you know the man (that) they are talking about?3.When (he was) still a boy of 10, he had to work day and night. She tried her best though (she was) rather poor in health. If (you are) asked you may come in.1.you are2.he is 3.he were/was4.they are5.it is6.it is1.C2.B让学生在语境中

13、归纳出省略的定义及作用让学生掌握口语中的省略让学生掌握不定式中的省略让学生掌握从句中的省略通过反复练习，掌握省略句常见的形式Step 4 After-classRead the conversation on Page30. Find out which words have been left out. 通过书本上练习，学生自己内化省略句特点Step5 summary一、 口语中的省略二、 不定式中的省略三、 从句中的省略学生复习本节课省略句几种主要形式有助于学生理解、记忆省略句Homework: 1.整理并巩固笔记 2.workbook中第四个练习巩固提升阶段教学反思与评价作为一种常见的语法现象，省略的用法看似简单，实则复杂。通过呈现句例，让学生在教师的引导下归纳整理省略的用法，调动学生主体性，积极思考。在观察和归纳整理的过程中建构对该语法的理解和应用。