步  骤

教学活动

设计意图

互动时间/模式

Lead-in

Step 1

The teacher asks students whether they have ever watched any TV programmes about environmental protection and if yes, encourages the students to tell what it is about. Students share with their classmates the TV programs they once watched about environmental protection. Students are encouraged to keep down the themes of the TV programs. For example, it was about air pollution; it was about the extinction of rare animals; it was about global warming …

由单元话题导入本课语法项目，活跃课堂气氛，在呈现目标语法知识之前提供引导性的语料。

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Individual Work

Class Work

Exploring the rules

Step 2

The teacher has students read the conversation in Part A. Students are encouraged to answer the questions   below.

1. What is the documentary about?

(It’s about environmental protection./It’s about some of the worst environmental problems we are facing today.)

2. How did Jack feel when he watched the documentary?

(He felt worried when watching the documentary.)

3. What do the leading experts suggest doing to solve the environmental problems?

(Some call for the application of modern technology, and others a change of lifestyle.)

Pay special attention to the answers to the last two questions and introduce the grammar of ellipsis.

Have students write down the words that have been left out of the sentences in Part A below the conversation.

2. watch it      3. I was        4. call for  

5. Have you     6. It/That

引导学生在真实语境中观察、分析、充分理解对话，并感知对话过程中省略的使用，为归纳语法规则做好铺垫。

通过补全省略句来启发、引导学生体会省略句的使用规律性。

5’

Individual Work

Class Work

Working out the rules

Step 3

Have students work out the rules and fill in the blanks on Page 6.

(1) repeating      (2) informal

What is ellipsis?

When can we use ellipsis?

What’s the function of ellipsis?

Ellipsis means the act of leaving out a word or words from a sentence deliberately. We can use ellipsis when the meaning can still be understood without using a word or certain words. In other words, ellipsis is used when you do not want to repeat some words or phrases whose meaning is obvious. Using ellipsis is an efficient way to make sentences concise.

Have students go through “Grammar notes” on Page 98. Give explanations if necessary.

通过理解和补全对话中的省略句，让学生通过小组合作探究，自主归纳出省略句使用的意图和目的，找出并识记省略句使用规则，最终习得目标语法结构。

5’

Class Work

Applying the rules

Step 4

Have students finish B1 on Page 7 and correct the mistakes and rewrite the sentences using ellipsis.

1. I cannot watch the documentary this weekend, though I would like to.

2. Cows live on land, and fish in the water.

3. The Amazon rainforest is smaller now than 50 years ago.

4. He had planned to borrow a book on environmental protection, but he didn’t.

5. When taking photos of wildlife, we should make every effort to ensure that we keep away from the animals.

在改错的过程中，逐步加强学生对省略的运用规则和注意细则的理解，帮助学生建立语法系统，体会语言的工具性。

5’

Individual Work

Step 5

Students read the short passage in B2 on Page 7 and then the teacher asks the students to put brackets around the words that can be left out.

Last weekend, I took part in a forest clean-up activity. It was organized by GreenHope, an organization devoted to protecting forests. At first I didn’t want to (take part in the forest clean-up activity), but then I thought, “What if nobody goes?” Our team leader, Joe, took us to a forest outside the city. I was sad to see litter everywhere. 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. 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). We worked for several hours and (we) were happy to see (that) the forest looked cleaner than (it had looked) before. It was absolutely worth our effort! There’ll be another clean-up activity in the green belt next Saturday. You can find Joe and sign up if (you’re) willing to help. Everyone who takes part in the activity will receive a medal. I’ll join you too if I have time.

有意义的操练活动能够吸引学生的注意力，同时关注到学习难点，包括形式、意义和用法上的难点，着重培养学生的辨析能力。

5’

Individual Work

Step 6

The teacher encourages students to continue Jack and Henry’s conversation on designing a brochure about protecting the environment by using ellipsis where possible.

Jack: Hi, Henry! Got any good ideas about the brochure?

Henry: Yes. How about using some pictures and slogans?

Jack: Sounds great! I can download some while surfing the Internet after school.

Henry: OK. E-mail me if you find any and let me take charge of the rest.

Jack: Got it! Let’s meet tomorrow afternoon to put it together.

设计巩固操练和实际运用的教学活动，使学生内化语法规则，强化句法意识。

5’

Pair Work

Class Work

Step 7

Students describe the pictures in Part B3 on Page 7 with the help of the example.

Sample answers:

1. Drive less, and we will have a greener world.

2. When building cities, think of Mother Nature.

Encourage the students to draw a picture and have his/her partner to describe the picture by using ellipsis.

拓展单元话题的内涵，鼓励学生在后期输出阶段，陈述个性化的观点与策略，自然流露情感，达成语法项目。

8’

Group Work

Consolidation

Step 8

Exercises.

Fill in the blanks by using ellipsis.

1. Misunderstandings resulting from lack of social communication, if not ____________ (handle) properly, may lead to serious problems.

2. I’d like to invite you to the coming party, which will take place on the second floor of the dining hall as __________ (expect)

3. You may have finished your homework. If ______, you can go on to play football.

4. —Is he coming back tonight?

  —I think __________.

5. When ___________ (arrive), send me a telegram.

6. Don’t come in until __________ (ask) to.

7. You should let us know the result ___________. (尽快)

8. There are few people nowadays, ____________ (如果有), who remember him.

1. handled  2. expected  3. so  4. so  5. arriving

6. asked    7. as soon as possible    8. if any

根据学生的知识基础与学习需要，有针对性地让学生进行课堂巩固。

5’

Group Work

Class Work

Homework

1. Write a short passage using ellipsis where necessary.

2. Finish the workbook.

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