Unit 3 Diverse Cultures Discovering Useful Structures 教案-2024-2025学年高中英语人教版（2019）必修第三册

教学设计 课题 Unit 3 Diverse Cultures-Discovering Useful Structures 教学目标 Knowledge & Skills: Master restrictive and non-restrictive attributive clauses with "where" and "which"; distinguish their functions in context. Process & Methods: Practice identifying and using the clauses through reading diverse cultural texts; collaborate to create sentences about cultural phenomena. Cultural Awareness: Understand cultural diversity reflected in the language; respect differences while recognizing commonalities. 重难点 Key: Correctly use restrictive/non-restrictive clauses with "where" and "which" to describe cultural places/items. Difficult: Distinguishing punctuation usage; choosing "where" vs "which" based on context; avoiding overuse in complex sentences. 教学过程 Teacher: Good morning, class! Today, we are going to explore an interesting and useful aspect of the English language - ellipsis. As we know, our unit is about Diverse Cultures, and through understanding ellipsis, we can communicate more effectively and understand different texts better. So, let's get started! Part 1: Identifying Ellipsis Phenomena Teacher: First, I want you to look at the following sentences on the screen. (Project the sentences: 1. They are Mexican corn chips covered in cheese! 2. A: So it’s the food of many different cultures, all in one dish? B: Exactly. 3. A real mix of cultures here!) Now, work in pairs and discuss the words that have been omitted to avoid repetition in these sentences. Take about 3 minutes. (Students discuss in pairs) Teacher: Okay, time's up. Let's share our findings. Who would like to start with the first sentence? Student 1: In the first sentence, “They are” can be omitted before “Mexican corn chips covered in cheese”. Teacher: Very good! That's a common ellipsis. We often omit the subject and the verb “be” when the meaning is clear from the context. What about the second sentence? Student 2: In the second sentence, after “B: Exactly.”, “it’s the food of many different cultures, and they are all in one dish” can be omitted. A already knows what B is referring to, so B doesn't need to repeat the whole thing. Teacher: Excellent observation! This kind of ellipsis helps to make our conversation more concise. Now, the third sentence. Student 3: In the third sentence, “There is” is omitted before “a real mix of cultures here”. Teacher: Right! Omitting “There is” is quite common in such expressions. We use ellipsis to make our language more natural and flowing. By the way, why do you think we use ellipsis in English? Student 4: Maybe to make our speech or writing shorter and not so repetitive? Teacher: That's exactly right! Ellipsis helps to avoid repetition, makes our language more concise, and the structure more compact. It also makes the key point clearer. For example, in the sentence “A real mix of cultures here!”, we immediately focus on the fact that there is a diverse culture, without being distracted by “There is”. Part 2: Rewriting Sentences with Ellipsis Teacher: Now, let's move on to the next part. We are going to rewrite some sentences by taking out the unnecessary parts. This will help us better understand how to use ellipsis in different situations. Look at the first sentence on your worksheet: If it is necessary, I’ll finish my report on American poetry as soon as it is possible. Try to rewrite it using ellipsis. You can work individually for 2 minutes. (Students rewrite the sentence) Teacher: Let's see some of your rewritten sentences. Who wants to share? Student 5: If necessary, I’ll finish my report on American poetry as soon as possible. Teacher: Perfect! You've correctly omitted “it is” in both “If it is necessary” and “as soon as it is possible”. This is a very common way of using ellipsis in conditional and time - related expressions. Now, let's look at the second sentence: You can do this by taking out “unimportant” letters in the words. Try to find a way to make it more concise using ellipsis. Student 6: You can do this by taking out “unimportant” letters. Teacher: Great! Since the context clearly shows that we are talking about letters in words, we can omit “in the words”. Let's go to the third sentence: Are you going to the party tonight? And you know that the person you are asking has told you before that they are not interested in parties. How can you respond using ellipsis? Student 7: Not interested? Teacher: Exactly! Instead of saying “Are you not interested in going to the party tonight?”, we can simply say “Not interested?” This is a very natural and concise way of speaking in such a situation. Part 3: Contextual Application of Ellipsis Teacher: Now, we are going to look at a conversation. Read the conversation between Justin and Linlin on page 30 of your textbooks. Justin is going to Guizhou Province and is asking Linlin for recommendations. As you read, find out which words have been left out. I'll give you 5 minutes to read and mark the omitted words. (Students read the conversation and mark the omitted words) Teacher: Alright, let's go through the conversation together. First, Justin says “Linlin, I’m going to Guizhou Province next month. I’m super excited! Guizhou is a province with a lot of cultural diversity. Places to visit... well, definitely the Huangguoshu Waterfall first.” What words are omitted here? Student 8: In “Places to visit... well, definitely the Huangguoshu Waterfall first.”, “What are some” is omitted before “Places to visit” and “is the” is omitted before “first”. Teacher: Correct! Linlin then mentions the Chinese novel Journey to the West. Justin says “Yes, I have (heard of the Chinese novel Journey to the West). Why (do you ask if I have heard of the Chinese novel Journey to the West)?” Can you see the ellipsis here? Student 9: Yes, the parts in the brackets are omitted. Teacher: Good. Linlin continues, “In the back of the (Huangguoshu) Waterfall you will find a cave, which is the home of the Monkey King (from Journey to the West).” What's omitted this time? Student 10: “Huangguoshu” before “Waterfall” and “from Journey to the West” after “Monkey King” are omitted because it's clear from the context. Teacher: Right. Finally, Linlin says “And I strongly recommend the ethnic minority villages (on your trip to Guizhou Province). You’ll find Chinese culture is much more diverse than you thought (it was).” Student 11: “on your trip to Guizhou Province” after “ethnic minority villages” and “it was” at the end are omitted. Teacher: Excellent job, everyone! By analyzing this conversation, we can see how ellipsis is used in real - life communication, especially when people are talking about something they are both familiar with. It makes the conversation more efficient and natural. Summary and Practice Teacher: Now, let's summarize what we've learned today. Ellipsis is the omission of words in a sentence to avoid repetition and make the language more concise. We can omit subjects, verbs, objects, and other parts of a sentence when the meaning is clear from the context. We've seen examples in simple sentences, such as “(It) Sounds like a good idea.”, in compound sentences, and in complex sentences like the ones in our conversation. For homework, I want you to create your own short conversations with at least three examples of ellipsis. You can choose any topic you like, but try to make it related to different cultures, just like our unit theme. Also, find five more examples of ellipsis in English texts, such as articles, stories, or even song lyrics. Bring your work to class tomorrow, and we will share and discuss them. That's all for today's class. See you tomorrow! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$