1.四.句型/13.省略句

教学目标： 1. 体验语法现象“省略”在口头表达和书面表达的作用和意义； 2. 本微课主要学习三种省略句的形式、意义和作用，分别是主语省略句、主谓省略句和不定式to后省略动词。 教学步骤： 第一步：学生视听一段餐厅点餐的对话，这段对话包含三种省略句：主语省略句、主谓省略句、to+不定式省略。 第二步：将第一个步骤中的对话省略的成分补充完整，学生再次视听对话，此时提醒学生留意两人对话中的语句发生了改变。通过提问两个版本的对话哪一个更加好，让学生思考使用省略句的意义和作用。 第三步：教师介绍在对话中出现的语法现象，总结其意义和作用，并将在对话中出现的省略句进行分类：主语省略句、主谓省略句、to+不定式省略。 第四步：教师呈现一些来自本单元课文中出现的省略句，给学生思考这些句子省略的成分是什么，接着教师呈现答案。 第五步：教师对教学内容进行总结。 Teaching Design Teaching Objective: 1.Students realize the function and meaning of ellipsis; 2.Students learn the form, meaning and use of three types of elliptical sentences, which are the sentences omitting the subject, subject and predicate and the verb after “to” in an infinitive. Teaching Procedure: Step 1: Listen to a dialogue which includes three types of elliptical sentences between a customer and a server. Step 2: Listen to the dialogue again which is a little different from the original version in order to realize the function of ellipsis by comparing two versions. Step 3: Introduce the function, meaning and use of ellipsis by comparing two version of dialogue and mainly introduce three types of elliptical sentences. Step 4: Make a summary. Reflection 1.The teaching effect will be better if the material which is presented at the beginning is from the text book; 2.The examples presented in the micro-course are not sufficient; 3.Time for students to think about the questions is not sufficient; 4. Explanation of grammar point is not explicit enough.

由现实中餐厅服务人员和用餐者的日常对话两个版本对比，引起学生思考和让学生领略省略句的作用，学生带着疑问展开对于省略句的学习，分析对话中出现的语法现象，总结其意义和作用，并将在对话中出现的省略句进行分类：主语省略句、主谓省略句、to+不定式省略。