資源簡介

Unit 1 Nature in the balance
Grammar and usage（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. master the rules of ellipsis;
2. use the rules of ellipsis to improve their compositions;
3. raise their awareness of environmental protection.
II. Key competence focus
Develop the thinking ability by comparing and summarizing.
III. Predicted area of difficulty
1. Explore the rules of ellipsis.
2. Convey ideas using ellipsis correctly and properly.
IV. Teaching procedures
Step 1 Lead-in
T asks Ss to look at some elliptical sentences in the daily life to arouse their interest.
No smoking (is allowed here).
Parking (is allowed here).
No photos (is allowed here).
No fishing (is allowed here).
【設計意圖：創設情景，激活學生認知，自然地引入主題。】
Step 2 Introduction of ellipsis
1. T asks Ss to find the words that can be left out and tell the reasons why the words can be left out.
I have done more than (what is) required.
(You) open the window and the door for me, please.
—Will you go to the cinema with me —Well, I’d like to (go with you).
I know you can do better than I (can do).
You shouldn’t come to this party unless (you were) invited.
The man (whom) I saw is called David.
2. T introduces what ellipsis is.
T: What is ellipsis Ellipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat the words and phrases that are obvious.
【設計意圖：初步了解省略的用法，為下一步的學習探究做準備。】
Step 3 Exploring the rules
1. T asks Ss to read a conversation between Jack and Henry and write down the words that have been left out in the conversation on page 6.
Answers:
No, I didn’t (watch the documentary about environmental protection on TV yesterday). —In short responses
You can watch it online if you want to (watch it). —In infinitives
I felt worried when (I was) watching the documentary. —After some conjunctions like if, when and while
Some call for the application of modern technology, and others (call for) a change of lifestyle. —In clauses with the same pattern and the same verb
(Have you) Got any ideas —At the beginning of a sentence in informal speech
(It/That) Sounds great! —At the beginning of a sentence in informal speech
2. T asks Ss to work out the rules and offers Ss more examples to help them better understand the rules.
We sometimes use ellipsis to avoid repeating one or more words when the meaning is clear.
We can use ellipsis:
* in short responses;
—Have you ever attended a talk about environmental protection
—Never. (= I have never attended a talk about environmental protection.)
* in infinitives;
You may go with them if you want to. (= You may go with them if you want to go with them.)
—Will you be able to come
—I’d love to. (= I’d love to come.)
* after some conjunctions like if, when and while;
Though very young, he is very good at painting. (= Though he is very young, he is very good at painting.)
You should be careful when crossing the street. (= You should be careful when you cross the street.)
* in clauses with the same pattern and the same verb;
He got up earlier than I today. (= He got up earlier than I got up today.)
Has he gone or not (= Has he gone or has he not gone )
* at the beginning of a sentence in informal speech.
Ready (= Are you ready )
【設計意圖：這是這堂課的核心部分，該環節將語法知識和語境相結合。讓學生通過自主學習、自主探究的方式，了解省略的用法，體會對話中的省略現象，通過分類、概括語言信息，歸納出省略的語法規則，逐步從感性認識上升到理性認識，培養學生的學習能力和語言能力。】
Step 4 Practice
1. T asks Ss to finish B1 on page 7 on their own.
T: Please find the mistakes and rewrite the sentences using ellipsis.
Answers:
I cannot watch the documentary this weekend, though I would like to. —We cannot leave out to in infinitives when using ellipsis.
Cows live on land, and fish in the water. —Different prepositions are used and they can’t be left out.
The Amazon rainforest is smaller now than 50 years ago. —When using ellipsis in clauses with the same pattern, the subject and the verb should be left out altogether.
He had planned to borrow a book on environmental protection, but he didn’t. —When using ellipsis in compound sentences, the part behind the auxiliary verb should be left out altogether.
When taking photos of wildlife, we should make every effort to ensure that we keep away from the animals. —When using ellipsis in adverbial clauses, we need to make sure that the subject of the main clause is the same as the subject of the subordinate clause.
【設計意圖：在學生掌握了省略的基本用法之后，通過上面的練習，加深對語言規則的理解，培養學生運用語言的能力，提升學生的批判性思維能力。】
2. Tasks Ss to work in groups to finish B2 on page 7.
T: Jack is sharing with his classmates his experience of taking part in a forest clean-up activity. Use ellipsis where necessary. Put brackets around the word(s) that can be left out and then tell the reason why the word(s) can be left out.
Answers:
At first I didn’t want to (take part in the forest clean-up activity), but then I thought, “what if nobody goes ” —In infinitives
There was a “No littering (is allowed here)” sign at the entrance to the forest, but that didn’t stop people from throwing their rubbish on the ground. —In informal sentences
Joe divided us into two groups: one group cleaned up the north side of the forest, and the other (group) (cleaned up) the south side (of the forest). —In clauses with the same pattern and the same verb
We worked for several hours and (we) were happy to see (that) the forest looked clean than (it had looked) before. —In compound sentences with the same subject; that in object clauses; in clauses with the same subject and the same verb
You can find Joe and sign up if (you’re) willing to help. —After some conjunctions like if, when and while
【設計意圖：以小組活動的形式，大家思維碰撞，合作學習，相互幫助，再次鞏固省略句的用法，共同提高。讓學生對本課內容開展進一步的討論，在語境中進一步感受和理解語法的表意功能，學會運用正確地道的句子結構，學以致用，提高語言能力和學習能力。】
Step 5 Mini-writing
1. T asks Ss to work in pairs to describe the pictures or draw a picture of their own and think of a slogan to call for the protection of the environment, using ellipsis in the description or slogan.
Example:
When the water is too dirty to drink and the air (is) too polluted to breathe, will you be able to look at your children and say, “What a beautiful world (it is)!”
2. T offers Ss some samples for their reference.
(We) drive less, and we will have a greener world.
When (you are) building cities, think of Mother Nature.
【設計意圖：該環節將話題、語境、結構、功能相結合，讓學生將語法知識運用到具體情境中，進一步鞏固本節課的語法知識，鼓勵學生學習理解、應用實踐、遷移創新。這可以幫助學生培養思維能力，提升語言表達能力。】
V. Homework
Draw or find more pictures about environmental protection and describe the pictures using ellipsis.
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