【开学大礼包】2020高中英语 Unit 4 Global warming Period 3 Grammar—the Use of “It”(2)精品教案 新人教版选修6

Period 3Grammarthe Use of “It”(2)教学内容分析This teaching period mainly deals with the grammar：the use of “it”“It” has many usages in the English language. “It” can be used as a pronoun and the form of subject and object，and be used to express emphasis. From Unit 3 we know that “it” can be used as a pronoun and the form of subject and object. In this unit we will learn that “it” can be used to express emphasis. This kind of sentence is called emphasized sentences. Its main form is “It is/was.that/who.”，which is a very useful sentence pattern.三维目标设计Knowledge and skills1To get the students to know the structure of the emphasized sentences.2To let the students learn the usages of the emphasized sentences.3To enable the students to use the emphasized sentences correctly and properly.Process and methods1To ask the students to read the reading passage again，pick out the emphasized sentences from the reading passage and translate them into Chinese.2To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.3To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.4To ask the students to summarize the usages of the emphasized sentences.5To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.Emotion，attitude and value1To get the students to become interested in grammar learning.2To develop the students' ability of comparing and summarizing.教学重、难点1To get the students to master the structure and usages of the emphasized sentences.2To enable the students to learn how to use the emphasized sentences.Step 1Revision1Check the homework exercises.2Dictate some new words and expressions.Step 2Warming upAsk the students to compare the two sentences below. The second sentence is from the reading passage. Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why “it” is used in the second sentence.Human activity has caused this global warming.It_is human activity_that has caused this global warming.Tell the students there are two more sentences in the text in which “it” is used for emphasis. Find them and then write them down._Suggested answers：1It_was a scientist called Charles Keeling，who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.2.it_is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.Step 3Grammar learning Ask the students to study the following sentences and try to summarize the structure of the emphasized sentences.Step 4Summing upTry to help the students draw the following conclusions.1The main structure of the emphasized sentences is “It is/was.that/who.”2The emphasized sentences can be used to emphasize the subject，object and adverbial(including adverbial of time and adverbial of place)3When we want to emphasize the subject，object and adverbial，we only need to put these parts between “it is/was” and “that/who”，the rest part shouldn't be changed.4When the emphasized part is a person we can use both the structure “It is/was.that.” and the structure “It is/was.who.”When the emphasized part is not a person we can only use the structure “It is/was.that.”Step 5Grammar practiceAsk students to do the following exercises：1Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)(1)Peter lent us the money.(2)They want money.(3)All this happened on_Monday.(4)I didn't hear from her until_last_summer.(5)Why does everyone think I am narrowminded?Suggested answers：(1)It was Peter who lent us the money.(2)It is money that they want.(3)It was on Monday that all this happened.(4)It was not until last summer that I heard from her.(5)Why is it that everyone thinks I am narrowminded?The last two may be a little difficult for the students.Help them to get the correct answer.2Do Exercise 2 in Discovering useful structures on Page 29.3Do the exercises in Using Structures on Page 64.First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them correct answers and deal with any problems they might meet.Step 6Getting more about the grammarShow the following sentences to the students and ask them to find what the similarity of these sentences is.Suggested answers：In these three sentences，the underlined parts are all clausesa subject clause and two adverbial clauses. That is to say，the emphasized sentence can not only be used to emphasize subject，object and adverbial，but also be used to emphasize subject clauses and adverbial clauses. Pay special attention to the third sentence，in which “not” and “until” must be put together.Then show the following two sentences to students and ask them to translate them into Chinese. Pay attention to the sentence pattern.Suggested answers：(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？The general question sentences and the whquestion sentences of the emphasized sentences should follow the following formulas：Is/Was it被强调部分that其他部分Wh疑问词is/was it that其他部分Step 7Taskbased learning Ask students to choose a topic they like(eg.global warming，wildlife，protection，music，film，etc)Work in groups and try to tell the information they know about the topic using emphatic “it”EXAMPLES：It was during the 20th century that the temperature of the earth went up about one degree Fahrenheit.It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.Step 8Closing down by a quizShow students the following on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.1Was it in this place _ they once built a tall building?Athat Bin which Cbefore Dwhich 2It is _ he often breaks the school rules _ makes his head teacher unsatisfied with him.Awhat；that Bthat；whatCthat；that Dbecause；that 3It is because English is being widely used at present _.Awhy we learn it hard Bthat we learn it hard Cwhich we must learn Dwhen we should learn 4Was it what he said or something that he did _ made you cry so sadly，Sarah?No，not really.Awhich Bthat Cwhen Dwhat 5_ the people have become masters of their country _ science can really serve the people.AIt is only then；that BIt was that；when CIt is only when；that DIt was when；then 6I think we have met the word before.Yes.It is in the reading material _ we _ reading yesterday.Athat；did Bthat；wereCwhen；were Dwhen；did 7It was there，the police believe，_ she was able to activate the recorder she kept in her bag.Auntil Bwhich Cthat Dwhen 8It was this sense of failure _ made him determined to succeed in his new life.Awho Bwhich Cthat Dwhy 9_ that so many people think that being perfect is the way to go?AIt is why BWhy is itCWhy it is DIs why it 10When asked to explain _ he does to make his students so enthusiastic about school，he pauses and thinks deeply.Awhat it is that Bthat what it isCwhat is it that Dthat what is it 11Wasn't it Dr Wang who spoke to you just now?_.AI didn't know who was BYes，it wasCNo，he wasn't DYes，he did 12It was _ he said at the meeting last night _ made me angry.Awhat；that Bthat；that Cwhat；what Dthat；what 13Was _ that I saw last night at the concert?Ait you Bnot youCyou Dthat yourself 14It was the nervousness in the interview _ probably lost him the job.Awhich BsinceCthat Dwhat 15It was _I reached there _ I began to know something about the matter.Auntil；when Buntil；thatCnot until；that Dnot when；that16It was _ my father worked _ I worked now.Awhere；that Bwhere；whenCthat；where Dthat；that 17What a silly mistake it is _ you've make!Ait Bthat Cthis Dwhich Suggested answers：15 ACBBC610 BCCBA1115 BAACC1617 ABStep 9Homework1Finish off the Workbook exercises.2Preview the new words and expressions left in Unit 5 and the passage on Page 30.Mark any part they can't understand well.Step 10Reflection after teaching_