Unit 1 Nature in the Balance-Grammar and usage 教案-2025-2026学年高中英语译林版必修第三册

Unit 1 Nature in the Balance-Grammar and usage 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master the usage of ellipsis in simple sentences, compound sentences and complex sentences, and use it correctly in listening, speaking, reading and writing. Cultural Awareness: Guide students to understand the differences in ellipsis usage between English and Chinese, and cultivate cross-cultural communication awareness. Thinking Quality: Develop students’ ability of induction, analysis and logical reasoning through observing, summarizing and practicing ellipsis. Learning Ability: Help students master effective grammar learning methods such as induction and practice, and improve their independent learning and cooperative inquiry ability. 2. 教学重难点 Key Points: Master the specific usage of ellipsis in simple sentences (omitting subject, predicate or their parts), compound sentences (omitting repeated components) and complex sentences (adverbial, attributive and object clauses). Difficult Points: Correctly use ellipsis in different contexts without changing the original meaning, especially mastering the omitting rules in adverbial clauses and multiple object clauses. 教学过程 1. Lead-in: Contextual Introduction (Lead to the Grammar Point) The teacher starts the class with the theme of “Nature in the Balance” and shows students several short dialogues related to environmental protection on the screen. The dialogues are designed with ellipsis to arouse students’ interest and guide them to find the special linguistic phenomenon in the sentences. Dialogue 1: A: (You) Come here, please! We need to discuss how to protect the wetland. B: OK, (I am) coming right away. Dialogue 2: A: Do you know that many animals lose their habitats? B: Yes, I do. And I also know that we should take action to help them, but I don’t know how (we should take action). After showing the dialogues, the teacher asks students to read them aloud in pairs and then raises questions: “Are there any words missing in these sentences? If yes, what words are missing? Can we understand the meaning of the sentences even with these words missing?” After students’ discussion and sharing, the teacher summarizes: “In English, to avoid repetition and make sentences more concise, we often omit one or more components in sentences when the meaning is clear. This linguistic phenomenon is called ellipsis. Today, we will focus on learning the usage of ellipsis in different types of sentences, which will help us express ourselves more naturally and fluently in English.” Design Intention: Combining the unit theme “Nature in the Balance” to design the lead-in dialogues not only connects the new lesson with the previous learning content, but also makes students feel that grammar is closely related to real communication. By letting students observe and find the ellipsis phenomenon by themselves, it can stimulate their learning initiative and lay a foundation for the subsequent learning of ellipsis rules. At the same time, the simple and easy-to-understand dialogues can reduce students’ difficulty in understanding the new grammar point. 2. Presentation: Explore and Summarize Ellipsis Rules This part is divided into three sections to introduce the usage of ellipsis in simple sentences, compound sentences and complex sentences respectively. The teacher guides students to observe examples, discuss and summarize the rules, so as to avoid mechanical indoctrination and improve students’ thinking ability. 2.1 Ellipsis in Simple Sentences The teacher shows the following examples on the screen, and asks students to work in groups of 4 to observe the sentences, find the omitted components and discuss the situations of ellipsis in simple sentences. Examples: ① (You) Open the window, please. ② (Are you) All right? ③ (I will) See you tomorrow. ④ (It) Looks like rain. ⑤ Have a good time! → (You) Have a good time! After 5 minutes of group discussion, each group sends a representative to share their findings. The teacher listens carefully, comments and supplements, and finally summarizes the three common situations of ellipsis in simple sentences: First, omit the subject. It is mainly used in imperative sentences, and the omitted subject is usually “you” (such as example ① and ⑤). Second, omit the subject and part of the predicate. When the subject and predicate are clear in the context, they can be omitted to make the sentence more concise (such as example ② and ③). Third, omit the subject “it” when the predicate is “look, seem, appear” and other verbs (such as example ④). To help students deepen their understanding, the teacher asks students to make 2 sentences by themselves for each situation of ellipsis in simple sentences, and then invites several students to share their sentences with the whole class. The teacher corrects mistakes in time and affirms the correct sentences. Design Intention: By letting students observe examples and discuss in groups, it can cultivate their ability of observation, cooperation and induction. Letting students make sentences by themselves can test their understanding of the rules and consolidate the knowledge they have just learned. At the same time, the group cooperation model can make every student participate in the learning process and improve their learning enthusiasm. 2.2 Ellipsis in Compound Sentences On the basis of learning ellipsis in simple sentences, the teacher leads students to learn ellipsis in compound sentences. The teacher first shows the following examples and asks students to think about: “What components are omitted in these compound sentences? Why can they be omitted?” Examples: ① Tom likes playing football, and his brother (likes) playing basketball. ② She wanted to go to the park, but her mother did not allow her to (go to the park). ③ My father is a doctor, and my mother (is) a teacher. ④ He finished his homework, but (he) forgot to hand it in. After students think independently for 3 minutes, the teacher invites students to answer the questions one by one. Then the teacher summarizes: “Compound sentences connected by and, but, or and other conjunctions often omit the repeated components in the latter clause to avoid repetition and make the sentence more concise. The omitted components are usually the repeated subject, predicate, object or predicate phrase.” The teacher further explains: “When the predicate verbs of the two clauses are the same, the predicate verb in the latter clause can be omitted (example ①). When the object of the two clauses is the same, the object in the latter clause can be omitted (example ②). When the predicate is a linking verb and the predicate complement is different, the linking verb in the latter clause can be omitted (example ③). When the subject of the two clauses is the same, the subject in the latter clause can be omitted (example ④).” Then, the teacher arranges an interactive activity: “Complete the following compound sentences by using ellipsis”. The sentences are related to the unit theme “Nature in the Balance” to strengthen the connection between grammar and theme. Sentences to be completed: ① Many plants need water, and many animals (need) water too. ② We should protect the environment, but some people do not (protect the environment). ③ The forest provides food for animals, and (the forest) provides oxygen for humans. Students complete the sentences independently, and then check the answers with their deskmates. The teacher randomly checks the completion of students and explains the common mistakes. Design Intention: Leading students to learn ellipsis in compound sentences on the basis of simple sentences conforms to the law of students’ cognitive development from easy to difficult. The interactive activity of completing sentences not only consolidates the learned rules, but also combines the unit theme, making students realize that grammar learning is closely related to the theme expression, and improving their ability to apply grammar in specific contexts. 3. Summary: Sort Out and Consolidate the Knowledge After the practice, the teacher guides students to sort out the knowledge of this lesson. The teacher asks students to recall: “What types of sentences have we learned about ellipsis today? What are the specific omitting rules for each type?” Students answer the questions one by one, and the teacher supplements and sorts out, and summarizes the key points of this lesson in the form of mind map on the screen: Ellipsis — Simple Sentences (omit subject, subject and part of predicate, it) — Compound Sentences (omit repeated components) — Complex Sentences (adverbial clauses, attributive clauses, object clauses). The teacher emphasizes: “Ellipsis is a very important linguistic phenomenon in English. Its purpose is to make sentences more concise and natural, but we must pay attention to that ellipsis can only be used on the premise of clear meaning. We should master the omitting rules of different types of sentences and use ellipsis correctly in listening, speaking, reading and writing.” Design Intention: Summarizing the knowledge of this lesson in the form of mind map can help students sort out the knowledge system and form a clear cognitive structure. Letting students recall the rules by themselves can strengthen their memory of the knowledge and improve their ability of knowledge induction and sorting. 4. Homework: Extend and Apply the Knowledge The teacher arranges homework according to the learning content of this lesson, which is divided into two parts: basic homework and expansion homework, to meet the learning needs of different students. Basic homework: 1. Complete the grammar exercises in the textbook, focusing on the usage of ellipsis in different types of sentences. 2. Write 10 sentences by using ellipsis, including 2 simple sentences, 3 compound sentences and 5 complex sentences. Expansion homework: 1. Read an English passage about environmental protection and find out the ellipsis phenomena in the passage, and write down the omitted components and the corresponding rules. 2. Write a short passage of about 80 words about “How to Protect the Balance of Nature”, and use at least 6 ellipsis forms. The teacher reminds students: “When doing homework, pay attention to the correct use of ellipsis rules, and ensure that the meaning of the sentences is clear. If you have any questions, you can ask the teacher or your deskmates for help after class.” Design Intention: Basic homework is to consolidate the grammar rules learned in class, and expansion homework is to extend the knowledge to after-class learning, helping students apply the grammar rules in more extensive contexts. The layered homework can meet the learning needs of different students, so that every student can gain and improve in the learning process. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $