资料简介
Period3 Grammar—theUseof“It”(2)教学内容分析 Thisteachingperiodmainlydealswiththegrammar：theuseof“it”．“It”hasmanyusagesintheEnglishlanguage.“It”canbeusedasapronounandtheformofsubjectandobject，andbeusedtoexpressemphasis.FromUnit3weknowthat“it”canbeusedasapronounandtheformofsubjectandobject.Inthisunitwewilllearnthat“it”canbeusedtoexpressemphasis.Thiskindofsentenceiscalledemphasizedsentences.Itsmainformis“Itis/was...that/who...”，whichisaveryusefulsentencepattern.三维目标设计 Knowledgeandskills1．Togetthestudentstoknowthestructureoftheemphasizedsentences.2．Toletthestudentslearntheusagesoftheemphasizedsentences.3．Toenablethestudentstousetheemphasizedsentencescorrectlyandproperly.Processandmethods1．Toaskthestudentstoreadthereadingpassageagain，pickouttheemphasizedsentencesfromthereadingpassageandtranslatethemintoChinese.2．Toaskthestudentstodiscoverthestructureandusagesoftheemphasizedsentencesbycomparingalotofexamplesentences.3．ToaskthestudentstodotheexercisesinDiscoveringusefulstructuresonPage29tomastertheemphasizedsentences.4．Toaskthestudentstosummarizetheusagesoftheemphasizedsentences.5．ToaskthestudentstodotheexercisesinUsingStructuresonPage64andsomeotheradditionalexercisesforconsolidation.Emotion，attitudeandvalue1．Togetthestudentstobecomeinterestedingrammarlearning.2．Todevelopthestudents'abilityofcomparingandsummarizing.教学重、难点 1．Togetthestudentstomasterthestructureandusagesoftheemphasizedsentences.2．Toenablethestudentstolearnhowtousetheemphasizedsentences.Step1 Revision1．Checkthehomeworkexercises.2．Dictatesomenewwordsandexpressions.Step2 WarmingupAskthestudentstocomparethetwosentencesbelow.Thesecondsentenceisfromthereadingpassage.TranslatethemintoChineseandthendiscussanydifferenceinmeaningandform.Askthestudentstoexplainwhy“it”isusedinthesecondsentence.Humanactivityhascausedthisglobalwarming.It_ishumanactivity_thathascausedthisglobalwarming.5,Tellthestudentstherearetwomoresentencesinthetextinwhich“it”isusedforemphasis.Findthemandthenwritethemdown.________________________________________________________________________________________________________________________________________________Suggestedanswers：1．It_wasascientistcalledCharlesKeeling，whomadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.2．...it_istheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.Step3 GrammarlearningAskthestudentstostudythefollowingsentencesandtrytosummarizethestructureoftheemphasizedsentences.Step4 SummingupTrytohelpthestudentsdrawthefollowingconclusions.1．Themainstructureoftheemphasizedsentencesis“Itis/was...that/who...”．2．Theemphasizedsentencescanbeusedtoemphasizethesubject，objectandadverbial(includingadverbialoftimeandadverbialofplace)．3．Whenwewanttoemphasizethesubject，objectandadverbial，weonlyneedtoputthesepartsbetween“itis/was”and“that/who”，therestpartshouldn'tbechanged.4．Whentheemphasizedpartisapersonwecanuseboththestructure“Itis/was...that...”andthestructure“Itis/was...who...”．Whentheemphasizedpartisnotapersonwecanonlyusethestructure“Itis/was...that...”．Step5 GrammarpracticeAskstudentstodothefollowingexercises：1．Changethefollowingsentencesintoemphasizedsentences.(Toemphasizetheunderlinedparts.)[来源:学科网](1)Peterlentusthemoney.(2)Theywantmoney.[来源:学科网][来源:学+科+网](3)Allthishappenedon_Monday.[来源:学.科.网](4)Ididn'thearfromheruntil_last_summer.(5)WhydoeseveryonethinkIamnarrow－minded?Suggestedanswers：(1)ItwasPeterwholentusthemoney.(2)Itismoneythattheywant.(3)ItwasonMondaythatallthishappened.(4)ItwasnotuntillastsummerthatIheardfromher.(5)WhyisitthateveryonethinksIamnarrow－minded?Thelasttwomaybealittledifficultforthestudents.Helpthemtogetthecorrectanswer.2．DoExercise2inDiscoveringusefulstructuresonPage29.3．DotheexercisesinUsingStructuresonPage64.5,Firstaskstudentstodotheexercisesindividually，andthenletthemdiscussandchecktheiranswerswiththeirpartners，andfinallygivethemcorrectanswersanddealwithanyproblemstheymightmeet.Step6 GettingmoreaboutthegrammarShowthefollowingsentencestothestudentsandaskthemtofindwhatthesimilarityofthesesentencesis.Suggestedanswers：Inthesethreesentences，theunderlinedpartsareallclauses—asubjectclauseandtwoadverbialclauses.Thatistosay，theemphasizedsentencecannotonlybeusedtoemphasizesubject，objectandadverbial，butalsobeusedtoemphasizesubjectclausesandadverbialclauses.Payspecialattentiontothethirdsentence，inwhich“not”and“until”mustbeputtogether.ThenshowthefollowingtwosentencestostudentsandaskthemtotranslatethemintoChinese.Payattentiontothesentencepattern.Suggestedanswers：(1)美国宇航员是于1969年成功登陆月球的吗？(2)究竟是谁在路上放了这么多大石头？Thegeneralquestionsentencesandthewh－questionsentencesoftheemphasizedsentencesshouldfollowthefollowingformulas：Is/Wasit＋被强调部分＋that＋其他部分Wh－疑问词＋is/wasitthat＋其他部分Step7 Task－basedlearningAskstudentstochooseatopictheylike(eg.globalwarming，wildlife，protection，music，film，etc)．Workingroupsandtrytotelltheinformationtheyknowaboutthetopicusingemphatic“it”．EXAMPLES：Itwasduringthe20thcenturythatthetemperatureoftheearthwentupaboutonedegreeFahrenheit.ItwasCharlesKeelingwhomadeaccuratemeasurementsoftheamountofcarbondioxideintheatmosphere.Step8 ClosingdownbyaquizShowstudentsthefollowingonthescreenorgiveouttestpaperstothemandthenaskthemtofinishtheseexercisesin10minutes.1．Wasitinthisplace______theyoncebuiltatallbuilding?A．thatB．inwhichC．beforeD．which2．Itis______heoftenbreakstheschoolrules______makeshisheadteacherunsatisfiedwithhim.A．what；thatB．that；whatC．that；thatD．because；that5,3．ItisbecauseEnglishisbeingwidelyusedatpresent______.A．whywelearnithardB．thatwelearnithardC．whichwemustlearnD．whenweshouldlearn4．—Wasitwhathesaidorsomethingthathedid______madeyoucrysosadly，Sarah?—No，notreally.A．whichB．thatC．whenD．what5．______thepeoplehavebecomemastersoftheircountry______sciencecanreallyservethepeople.A．Itisonlythen；thatB．Itwasthat；whenC．Itisonlywhen；thatD．Itwaswhen；then6．—Ithinkwehavemetthewordbefore.—Yes.Itisinthereadingmaterial______we______readingyesterday.A．that；didB．that；wereC．when；wereD．when；did7．Itwasthere，thepolicebelieve，______shewasabletoactivatetherecordershekeptinherbag.A．untilB．whichC．thatD．when8．Itwasthissenseoffailure______madehimdeterminedtosucceedinhisnewlife.A．whoB．whichC．thatD．why9．______thatsomanypeoplethinkthatbeingperfectisthewaytogo?A．ItiswhyB．WhyisitC．WhyitisD．Iswhyit10．Whenaskedtoexplain______hedoestomakehisstudentssoenthusiasticaboutschool，hepausesandthinksdeeply.A．whatitisthatB．thatwhatitisC．whatisitthatD．thatwhatisit11．—Wasn'titDrWangwhospoketoyoujustnow?—______.A．Ididn'tknowwhowasB．Yes，itwasC．No，hewasn'tD．Yes，hedid12．Itwas______hesaidatthemeetinglastnight______mademeangry.A．what；thatB．that；that[来源:Zxxk.Com]C．what；whatD．that；what13．Was______thatIsawlastnightattheconcert?A．ityouB．notyouC．youD．thatyourself14．Itwasthenervousnessintheinterview______probablylosthimthejob.A．whichB．sinceC．thatD．what15．Itwas______Ireachedthere______Ibegantoknowsomethingaboutthematter.A．until；whenB．until；that5,C．notuntil；thatD．notwhen；that16．Itwas______myfatherworked______Iworkednow.A．where；thatB．where；whenC．that；whereD．that；that17．Whatasillymistakeitis______you'vemake!A．it B．thatC．thisD．whichSuggestedanswers：1～5ACBBC 6～10BCCBA 11～15BAACC 16～17ABStep9 Homework1．FinishofftheWorkbookexercises.2．PreviewthenewwordsandexpressionsleftinUnit5andthepassageonPage30.Markanyparttheycan'tunderstandwell.Step10 Reflectionafterteaching________________________________________________________________________________________________________________________________________________5
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