高中英語(yǔ)語(yǔ)法- The Use of“It”教案設(shè)計(jì)

TheUseof"It"

三維目標(biāo)設(shè)計(jì)Knowledgeandskills

1.Togetthestudentstoknowthestructureoftheemphasized

sentences.

2.Toletthestudentslearntheusagesoftheemphasizedsentences.

3.Toenablethestudentstousetheemphasizedsentencescorrectlyand

properly.

Processandmethods

1.Toaskthestudentstoreadthereadingpassageagain,pickoutthe

emphasizedsentencesfromthereadingpassageandtranslatetheminto

Chinese.

2.Toaskthestudentstodiscoverthestructureandusagesofthe

emphasizedsentencesbycomparingalotofexamplesentences.

3.ToaskthestudentstodotheexercisesinDiscoveringuseful

structuresonPage29tomastertheemphasizedsentences.

4.Toaskthestudentstosummarizetheusagesoftheemphasized

sentences.

5.ToaskthestudentstodotheexercisesinUsingStructuresonPage

64andsomeotheradditionalexercisesforconsolidation.

Emotionyattitudeandvalue

1.Togetthestudentstobecomeinterestedingrammarlearning.

2.Todevelopthestudents'abilityofcomparingandsummarizing.

教學(xué)重、難點(diǎn)

1.Togetthestudentstomasterthestructureandusagesoftheemphasized

sentences.

2.Toenablethestudentstolearnhowtousetheemphasizedsentences

.教學(xué)過(guò)程

Step1Revision

1.Checkthehomeworkexercises.

2.Dictatesomenewwordsandexpressions.

Step2Warmingup

此一起humanactivity_thathascausedthisglobalwarming.

Step3Grammarlearning

Askthestudentstostudythefollowingsentencesandtrytosummarize

thestructureoftheemphasizedsentences.

Tomfoundmypenintheclassroomyesterday.

ItwasTomwho/thatfoundmypenintheclassroomyesterday.

ItwasmypenthatTomfoundintheclassroomyesterday.

ItwasintheclassroomthatTomfoundmypenyesterday.

ItwasyesterdaythatTomfoundmypenintheclassroom.

Step4Summingup

1.Themainstructureoftheemphasizedsentencesis”It

is/was…that/who….

2.Theemphasizedsentencescanbeusedtoemphasizethesubject,

objectandadverbial(includingadverbialoftimeandadverbialofplace).

3.Whenwewanttoemphasizethesubject,objectandadverbial,we

onlyneedtoputthesepartsbetween“itis/was"and“that/who”,therest

partshouldn'tbechanged.

4.Whentheemphasizedpartisapersonwecanuseboththestructure”It

is/was…that…"andthestructure“Itis/was…who…Whentheemphasized

partisnotapersonwecanonlyusethestructure“Itis/was…that..”.

Step5Grammarpractice

Askstudentstodothefollowingexercises：

1.Changethefollowingsentencesintoemphasizedsentences.(To

emphasizetheunderlinedparts.)

⑴Peterlentusthemoney.

(2)Theywantmoney.

(3)AIIthishappenedonMonday.

(4)1didn'thearfromheruntillastsummer.

(5)WhydoeseveryonethinkIamnarrow-minded?

Step6Gettingmoreaboutthegrammar

Showthefollowingsentencestothestudentsandaskthemtofindwhat

thesimilarityofthesesentencesis.

Step7Closingdownbyaquiz

Showstudentsthefollowingonthescreenorgiveouttestpapersto

themandthenaskthemtofinishtheseexercisesin10minutes.

1.Wasitinthisplacetheyoncebuiltatallbuilding?

A.thatB.inwhichC.beforeD.which

2.Itisheoftenbreakstheschoolrulesmakeshishead

teacherunsatisHedwithhim.

A.what；thatB.that；what

C.that；thatD.because；that

3.ItisbecauseEnglishisbeingwidelyusedatpresent.

A.whywelearnithardB.thatwelearnithard

C.whichwemustlearnD.whenweshouldlearn

4.一Wasitwhathesaidorsomethingthathedidmadeyoucry

sosadly,Sarah?

—No,notreally.

A.whichB.thatC.whenD.what

5.thepeoplehavebecomemastersoftheircountry

sciencecanreallyservethepeople.

A.Itisonlythen；thatB.Itwasthat；when

C.Itisonlywhen；thatD.Itwaswhen；then

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