| NSEFC-II Unit10The Third Period(人教版高二英语上册教案教学设计) |
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Teaching Aims: 1. Get the students to complete a passage according to the information given. 2. Get the students to review the usage of the present participle and the past participle. 3. Get the students to learn and master Grammar: Ellipsis. Teaching Important Points: 1. Enable students to learn how to choose the present participle or the past participle. 2. Learn about Ellipsis of different types. Teaching Difficult Point: How to use Elliipsis to make a sentence brief and clear. Teaching Methods: 1. Practise to make the students master what they've learned. 2. Inductive method to give the students a clear picture of they should master. 3. Pair work or group work to make every student be active in class. Teaching Aids: 1. a computer 2. a projector Teaching Procedures: Step I Greetings and Revision Greet the whole class as usual. (Teacher and students learn the new words of this period together. ) T: Have you finished your homework? Ss: Yes. T: Who will read his word webs to us? (Teacher asks some students to read. At last teacher shows the following on the screen. ) Step II Word Study T: (Show the screen.) Now let's do an exercise. Read the news on the screen and fill in the blanks with the words we've learned. Pair work or group work. Complete the news: The active v on Montserrat caused more than US $ 323 000 damage to crops and the island's water system, the government said Thursday. The island was covered with d and a_________ as deep as four inched. Fruit trees and crops were severely damaged, but none of the people were reported injured, officials said. Some wildlife habitats were damaged. The volcano on Montserrat sprang to life in 1995. More than half of the population f______ and never returned a . An eruption in 1997 killed 19 people and buried the capital of Plymouth. Although there was a feeling of p_________, people told reporters that they would not leave their island. Officials said costs for cleaning up could reach US $188 000. The UN has u________ other countries to help. Britain already gave 2 million pounds last aid Tuesdays. Suggested answers : olcano, ust, sh, led, gain, anic, rged T: Look at the two sentences on the blackboard. This is a moving story. The boy is deeply moved by the story. Can you tell me the difference between “moving” and “moved”, Li Hua? participle “moved” expresses an action that is completed with an passive meaning. Am I right? T: Yes, quite right! Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in tile blanks with the proper forms of the words in brackets. And then check your answers with your partner. Suggested answers: 1. frightening; frightened 2. upsetting; upset 3. terrified 4. scaring; seared Step III Grammar T: (Teacher writes the two sentences on the blackboard. ) 1. Upon arrival, my uncle hugged Pompy and (?) tried to give him courage. 2. Then came a smell of sulphur, and then (?) flames. Look at the two sentences on the blackboard. They are both from the text. Read them and decide which words were left out at each place of the question marks. Pair work or group work. (A few seconds later.) SA: I think in the first sentence the subject “he or my uncle” was left out. SB: In the second sentence I think “came”should be at the place of the question mark. (Teacher writes the completed sentences on the blackboard.) T: You are right. In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness. This omission is called ellipsis, and a sentence containing such an omission is called an elliptical sentence, A word or words in a sentence can be omitted only on condition that the omission would not cause the sentence to be understood in more than one way or to be of unclear meaning or wrong. We must keep in mind that we should not omit words necessary for clearness. Are you clear about that? Ss: Yes. Step IV Practice T: (Teacher shows the screen.) Here are ten sentences on the screen and they are all correct. Work with your partner and decide which words have been left out. Decide which words have been left out. Example: (I) Beg your pardon. 1. Haven't seen you for ages. 2. Some more tea? 3. Sounds like a good idea. 4. Doesn't matter. 5. Sorry to hear that. 6. Pity you couldn't come. 7. This way, please. 8. Terrible weather! 9. Joining us for a drink? 10. Going to the supermarket? T: (After a while.) Have you finished? Who will give us the answers? One student, one sentence. Volunteers? Suggested answers: 1. I haven't seen you for ages. 2. Would you like some more tea? 3. It sounds like a good idea. 4. It doesn't matter. 5. I'm sorry to hear that. 6. It's a pity you couldn't come. 7. You come this way, please. 8. What terrible weather it is! 9. Do you enjoy joining us for a drink? or: Do you feel like joining us for a drink? 10. Are you going to the supermarket? Step V Discussion T: (Teacher shows the screen.) Let's do another exercise. Look at the screen. Some of the words in the sentences on the screen are unnecessary. Cross these words out. Do the following after the example: Example: It didn't take my uncle long to decide whether to go to save his friends or not to go to save his friends. 1. She can hold her breath longer than I can hold nay breath. 2. They discussed whether they should stay in the house or they should try the open air. 3. They had a meal, they went out for a walk and they came back to sleep. 4. Don't bathe if you don't want to bathe. 5. I don't visit my parents as much as I ought to visit my parents (After a while.) Sa: I think in the first sentence “hold my breath” can be omitted. Sb: The word “can” can be omitted, too. T: Who is right? Ss: Sb. Ss : Yes. Sd: In the third sentence the second and the third subject “they” can he omitted. Se: The fourth sentence can he changed like this: Don't bathe if you don't want to. T: Can the word “to” be omitted? Ss: No, it can't be omitted. St: In the fifth sentence, the last few words “visit my parents” can be left out, can't they? Ss: Yes. T: You've grasped the spirit of it. Now open your books on Page 78. Let's do Ex. 4. Read the requirement and have a discussion with your partner. Suggested answers: M: Well, you don't look at all like a sea captain, sir. C: I'm afraid you don't like very much like a governess. You turn around, please! M: What do you mean? or: For what do you ask me to turn around? C: You turn! You take your hat off! It's the dress. You have to put on another one before you meet the children. M: But I don't have another one. I would have made myself a new dress, but there wasn't time. C: Well, I'll see that you get some material today, if possible. 1 don't know how much the mother has told you. M: The mother has not told me much. C: You're the twelfth in a long line of governesses, who have come to look after my children since their mother died. I believe that you will do better than last one. She stayed only two hours. M: What's wrong with the children, sir? C: There was nothing wrong with the children, only the governess. … Step VI Summary and Homework T: In this period we've done some exercises about Word study. And we've learned a new grammar item: Ellipsis. In doing this, we must remember that…(Pointing to the sentences on the Bb.) After class, do more exercises about it. And then do Ex.5 on Page 77. Next class I'll ask some students to tell the story in their own words. That's all for today. Class is over. Step VII The Design of the Writing on the Blackboard Unit 10 Frightening nature The Third Period This is a moving story. The boy is deeply moved by the story. Grammar: Ellipsis 1. Upon arrival, my uncle hugged Pompy and (?) tried to give him courage. 2. Then came a smell of sulphur, and then (?) flames. *1. Upon arrival, my Uncle hugged Pompy and (he/my uncle) tried to give him courage, *2. Then came a smell of sulphur, and then (came) flames. Step VIII Record after Teaching |
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